JUL  15  1919 


BV  1A71  .H35  1919 
Haithcox,  Henry  C. 
Man  and  His  Education 


MAN  AND  HIS 
EDUCATION  ^ 


/ 


BY 


HENRY  C.  HAITHCOX,  D.D. 


BOSTON 

RICHARD  G.  BADGER 

THE    GORHAM    PRESS 


Copyright,  1919,  by  Richard  G.  Badger 


All  Rights  Reserved 


Made  in  the  United  States  of  America 


The  Gorham  Press,  Boston,  U.  S.  A 


FOREWORD 

The  educational  ideas  of  our  country  are  natural- 
istic rather  than  religious;  humanistic  rather  than 
divine;  materialistic  rather  than  spiritual;  rational- 
istic rather  than  of  faith  in  God  over  all,  in  all, 
and  working  through  all,  blessed  forever  more. 
This  little  book  is  a  brief  pointing-out  of  the  way 
of  faith  and  hope  and  love  centering  in  Christ,  the 
Way,  the  Truth,  the  Life.  May  its  glimmer  and 
gleamings  help  to  clearer  vision  of  the  goal  of  hu- 
manity. May  its  breath  be  an  inspiration.  May 
its  touch  verify.  May  its  word  be  a  live  coal. 
May  its  pages  sparkle  with  thought.  May  it  be  a 
little  star  of  the  morning  fading  away  to  leave  the 
reader  facing  the  rising  Sun  of  Righteousness. 

October  15,  191 8 


CONTENTS 

PART  I.    THE  NATURE  OF  MAN'S  EDUCATION 

CHAPTER  PAGE 

I.  What  Man  Is 9 

II.  Man,  a  Soul 12 

III.  The  Will  of  Man 15 

IV.  Man  a  Spiritual  Being 18 

V.  Phases  of  Human  Life 21 

VI.   Moral  Types 25 

VII.  The  Essential  in  Man's  Education      ...  30 

VIII.  The  Field  of  Man's  Consciousness      ...  35 

IX.   His  World-Consciousness 39 

X.   His  God-Consciousness 42 

PART  II.    THE  MEANS  OF  MAN'S  EDUCATION 

I.  The  Word  of  Man 49 

II.    The  Senses  of  Man 51 

III.  Objective  Nature 54 

IV.  The  Vegetable  Kingdom 57 

V.  The  Animal  Kingdom 59 

VI.  The  Human  Kingdom 62 

VII.  Adaptation  of  Means 65 

PART  III.    METHOD  OF  MAN'S  EDUCATION 

I.  The  Pouring-in  Method 71 

II.  The  Drawing-out  Method 75 

5 


6  CONTENTS 

CHAPTER  PAGE 

III.  Other  Methods 79 

IV.  Results  of  Wrong  Methods 84 

V.  The  Ideal  Method 88 


PART  IV.    THE  IDEAL  OF  MAN'S  EDUCATION 

I.  The  Ideal  Propaganda 95 

II.  The  Ideal  at  Work 99 

III.  The  Ideal  at  Work  Among  Sovereignties    .  102 

IV.  The  Ideal  at  Work  in  the  School  Among 

Sovereignties 106 


PART  I 
THE   NATURE   OF  MAN'S   EDUCATION 


Man  and  His  Education 


CHAPTER  I 


WHAT  MAN  IS 


WE  think  first  of  man.  What  Is  man?  Often 
has  this  question  been  asked.  Thousands  of 
years  ago  it  was  asked  by  a  man  in  whom  the 
light  of  God  shined.  The  answer  given  was  that 
he  was  a  little  lower  than  the  angels.  Others  have 
said  that  he  is  a  little  higher  than  any  other  crea- 
ture of  earth.  It  may  be  that  in  man  heaven  and 
earth  touch  each  other.  In  him  spirit  and  matter 
blend.  He  is  akin  to  God  who  is  spirit.  He  is 
related  to  the  earth  of  dust.  He  is  a  spiritual  or- 
ganism in  living  touch  with  all  the  elements  of  the 
earth.  Through  the  members  of  his  body,  his 
senses,  he  comes  into  communion  with  all  his  earthly 
environment.  Through  his  sense  of  sight  he  gets 
at  least  eighty  per  cent  of  all  his  knowledge  of  the 
world  and  is  charmed  with  its  beauty.  Through 
the  sense  of  touch  he  gets  hold  upon  the  world  and 
9 


10  Man  and  His  Education 

utilizes  its  elements.  Through  the  sense  of  hear- 
ing he  enjoys  the  concord  of  sweet  sounds. 
Through  the  sense  of  taste  he  relishes  his  food  and 
drink.  Thus  through  all  his  senses  he  comes  into 
friendly  touch  and  blissful  communion  with  his  ma- 
terial environment.  What  a  beautiful  adjustment 
to  earth  our  bodies  are!  So  manifold  is  the  adjust- 
ment, and  so  well  adapted  to  correspondence  with 
the  earthly  that  we  can  use  the  earthly  for  our  in- 
tellectual, affectional  and  moral  growth,  for  the 
final  unfolding  in  harmony  with  the  Infinite. 

Whence  this  body  of  man  with  its  marvelous 
adaptation  and  power  of  assimilation  of  earthly 
elements?  Men  who  see  things  and  name  them, 
whose  business  it  is  to  note  facts  and  gather  data 
and  classify  them,  be  they  scientists,  or  philosophers, 
or  theologians,  men  who  carefully  observe,  note  and 
give  a  reason  for  what  they  name  and  classify,  tell 
us  that  the  visible  beginning  of  the  body  is  a  pro- 
toplasmic germ  in  a  white  fluid  enswathment  so 
small  that  the  unaided  eye  can  scarcely  see  it. 
From  this  germ  the  body  develops  with  all  its  mem- 
bers, powers,  relations,  functions.  The  beating 
heart  with  its  arterial  and  veinous  subways,  the 
breathing  lungs  with  their  sensitive  lobes,  the  artic- 
ulated bones,  the  cleaving  muscles,  the  electric 
nerves,  all  centering  in  the  brain,  the  powerhouse 


What  Man  Is  ii 


of  the  whole  body,  are  all  from  the  protoplasmic 
germ.  Though  scarcely  distinguishable  from  other 
germs,  it  is  so  true  to  the  law  of  its  own  life  that 
it  will  develop  only  the  human  form.  It  will  be- 
come the  human  body  or  nothing.  There  is  no 
compromise  between  it  and  the  germ  of  vegetable 
or  animal. 

The  human  germ  is  king  among  all  other  cosmic 
germs,  a  veritable  autocrat  among  them.  By  sub- 
mission to  the  human  germ  all  other  germs  are 
transmuted,  and  elementally  assimilated,  and  trans- 
formed into  the  form  of  man;  if  they  yield  not  to 
the  law  of  the  life  of  the  human  germ  they  remain 
either  dust  or  become  assimilated  to  mere  vegetable 
or  animal  form.  Even  here  man  is  as  the  Greek 
philosopher  taught,  the  microcosm,  or  the  little 
world.  In  him  all  the  elements  of  the  world 
around  him  are  vitalized  and  rationalized,  and  may 
be  spiritualized.  When  this  human  life  dominates 
all  other  elements  they  are  all  humanized.  And 
thus  through  his  body  man  subdues  the  earth  and 
hath  dominion.  And  thus  too  when  the  soul  domi- 
nates the  body  the  whole  body  is  ennobled  by  the 
soul.  And  thus  also  when  the  body  is  subject  to  the 
soul,  and  when  the  soul  is  subject  to  the  spirit  of 
man,  and  when  the  spirit  of  man  is  subject  to  the 
spirit  of  God,  man  becomes  a  temple  of  God. 


CHAPTER  II 


MAN,    A    SOUL 


WE  have  thought  of  the  body  of  man.  We 
now  think  of  his  soul.  In  the  body  or  out 
of  the  body,  or  through  the  body,  come  thought 
power,  feeling  power,  will  power,  and  these  we 
call  soul  powers.  Soul  is  intellect  and  more.  It 
is  feeling  and  more.  It  is  will  and  more.  It  is 
these  three  made  potential  by  a  personal  spirit. 
Some  say  there  is  nothing  great  in  man  but  mind. 
Others  say  that  feeling,  affection,  love  is  the  great- 
est thing  in  man.  And  others  say  that  the  will  is 
imperative,  the  chief  executor.  In  life's  field  of 
consciousness  they  are  three,  but  in  life's  fulness  of 
activities  there  are  many  manifestations  of  one  per- 
sonal spirit,  the  heart  life  of  man. 

In  the  Book  of  books  men  are  called  souls.  Not 
that  they  are  not  bodies,  but  that  they  are  more 
than  material  organisms.  Over  the  material  ele- 
ments and  working  through  them  are  soul  powers, 
which  psychologists  have  named  intellect,  sensibili- 
ties and  will,  the  three  recognized  phenomena  in 

12 


Man,  a  Soul  13 


the  field  of  man's  consciousness.  Blowing  through 
this  field  of  man's  consciousness  is  a  breath  that  is 
a  power  making  for  righteousness.  Through  the 
book,  the  paragon  of  literature,  and  of  more  than 
literature,  the  words  of  which  are  spirit  and  life 
there  comes  into  man's  soul  a  wish,  a  breathing 
prayer  that  he  may  be  kept  blameless  in  body,  soul 
and  spirit  unto  the  coming  of  the  Lord  of  glory. 
The  body  is  the  material  ultimation  of  the  spirit. 
The  soul,  intellect  and  sensibilities,  and  will,  is  the 
refraction  of  the  light  of  God  shining  through  the 
prismatic  spirit  of  man.  Intellect  shows  us 
thoughts  that  sparkle  and  flash  like  rays  of  light. 
In  feeling,  the  sparkling  light  is  melted  into  a  flow- 
ing stream  of  life.  The  will  gives  direction  to  the 
sparkling  thoughts  and  flowing  stream  of  life,  ulti- 
mating  themselves  in  language,  words  and  deeds, 
cold  or  hot  as  they  may  seem  to  the  interested  or 
uninterested  seer  or  hearer.  Thus  human  language 
is  the  product  of  the  human  spirit  through  the  soul 
of  intellect  and  sensibilit}^  and  will.  And  human 
language  is  the  literature  of  the  soul.  And  human 
literature  is  human  life  in  letters.  Therefore  the 
importance  and  power  of  literature  in  man's  edu- 
cation. Human  literature,  being  human  life  in  let- 
ters, carries  with  it  all  power  of  humanity  in 
thought  and  feeling  and  will — the  soul  powers  of 


Man  and  His  Education 


humanity.  Divine  literature,  which  is  Divine  life 
in  letters,  has  in  it  the  power  of  the  thought  and 
the  love  and  the  will  of  God.  If  human  literature 
is  mighty  in  man's  education,  divine  literature  is  as 
much  more  mighty  as  God  is  more  mighty  than 
man.  Therefore  to  neglect  or  reject  divine  litera- 
ture in  man's  education  is  to  neglect  or  reject  the 
most  powerful  help.  The  literature  of  man  passes 
and  changes  with  the  ages.  The  literature  of  God, 
like  himself,  is  unchangeable.  The  literature  of 
dying  man  fades  like  the  grass  and  the  flower  of 
grass.  The  literature  of  the  ever-living  God  abid- 
eth  forever.  The  heavens  and  the  earth  shall  pass 
away  but  the  word  of  God  shall  not  pass  away. 
Man's  word  dies  as  dieth  man.  God's  word  lives 
as  liveth  God.  The  soul  that  is  filled  with  the 
word  of  God  liveth  forever  with  God. 


CHAPTER  III 


THE  WILL  OF   MAN 


THE  will  of  man.  By  his  will  power,  man 
chooses  his  course  of  thought  and  action,  de- 
termines the  direction  to  which  his  thoughts  shall 
be  given  and  his  feelings  shall  flow.  Thus  the  will 
is  commander-in-chief  of  the  forces  of  character  and 
of  manhood.  When  the  will  is  weak  thoughts  scat- 
ter and  waste  themselves  on  life's  arena,  feelings  go 
wild  and  often  rush  into  wreck  and  ruin.  To  pre- 
vent such  sad  results  the  intellect  must  be  busy  in 
sending  out  thoughts  to  make  discoveries  to  gather 
data  for  comparisons,  and  classifications  according 
to  the  law  governing  such  data.  Hence  the  func- 
tion of  the  intellect  is  to  note  the  law  of  cause  and 
effect,  to  show  the  easier  and  better  way  for  the 
current  of  thoughts  to  go,  to  note  the  way  of 
pleasure  and  of  pain,  the  way  of  right  and  wrong, 
the  way  of  lower  and  higher  utilities,  so  the  feeling 
of  interest  may  be  developed  and  begin  to  flow 
and  influence  the  will  to  choose.  Owing  to  the 
power   that   makes   for   righteousness   in   man   and 

15 


1 6  Man  and  His  Education 

another  power  that  makes  for  unrighteousness,  man 
must  choose  which  he  will  serve.  To  make  this 
choice  is  the  function  of  man  through  the  will.  If 
the  choice  be  an  intelligent  one  looking  to  the 
higher  and  more  enduring  utilities  and  to  the  ulti- 
mate right,  man  feels  ennobled  and  worthy,  but  if 
the  choice  be  one  dominated  by  excited  emotions, 
raging  passions,  devouring  appetite,  he  feels  shamed 
and  humiliated.  To  choose  wisely  and  well,  and  to 
persistently  maintain  such  a  choice  is  the  preroga- 
tive of  the  will.  Thus  a  strong  and  robust  char- 
acter may  be  formed  and  man  show  himself  a  real 
and  true  man,  bearing  and  showing  the  likeness  of 
his  creator,  God.  To  fail  in  this,  though  he  is 
more  and  greater  than  all  other  creatures  beneath 
him  in  excellence,  he  is  debased.  When  the  lower 
elements  prevail  over  his  will,  he  becomes  material- 
istic in  thought,  animalistic  in  appetite  and  passion, 
incapable  of  noble  living,  a  corrupter  of  human  so- 
ciety, a  worry  to  his  best  friends,  and  a  devouring 
parasite  on  the  tree  of  human  life :  Such  a  parasitic 
leaf,  such  a  blighted  bud,  such  a  blasted  twig,  and 
such  a  dying  branch  on  the  tree  of  human  life  is  fit 
only  for  the  consuming  fires  which  are  already 
burning  within  him.  On  the  other  hand,  if  the 
will  choose  the  higher  utilities,  directing  thoughts 
along    the   higher    lines   where   light    from    above 


The  Will  of  Man  17 

shines,  the  results  are  ennobling,  full  of  conscious 
worthiness,  man  becomes  a  fruitful  tree,  whose 
every  branch  and  twig  has  its  buds  of  life  and  blos- 
soms of  beauty.     Heaven  smiles  upon  him. 


CHAPTER  IV 

MAN   A   SPIRITUAL   BEING 

WE  have  thought  of  man  as  to  his  body  and  as 
to  his  soul.  Of  how,  by  means  of  his  body 
he  can  subdue  the  earth  and  have  dominion  and 
by  means  of  his  soul  of  intellect  and  sensibilities 
and  will  he  can  give  intelligent  direction  to  his 
power  of  dominion.  We  come  now  to  think  of 
man  as  a  personal  spirit.  As  a  spiritual  being  he 
is  close  of  kin  to  God,  who  is  Spirit.  In  and 
through  his  soul,  his  threefold  outgoing  energies 
of  thought  and  feeling  and  will,  and  revealed 
through  the  body,  man  makes  his  achievements  in 
the  earth.  In  the  center  of  the  soul,  or  in  the 
germinal  and  potential  root  thereof,  is  he  a  personal 
spirit.  In  his  spirit  man  is  conscious  of  God,  God 
touches  him  and  comes  into  fellowship  with  him. 
In  the  spirit  of  man  God  limits  himself  and  man 
becomes  as  man  a  personal  and  responsible  being 
to  his  creator  and  to  every  creature  around  him, 
the  most  responsible  of  all  creatures. 

The    protoplasmic    germ    of    the    plant    placed 
i8 


Man    a    Spiritual   Being  19 

among  the  mineral  elements  and  properly  related  to 
them,  transmutes  and  regenerates  and  transforms 
them  and  makes  them  after  its  own  image,  glorify- 
ing them  in  the  fragrance  and  beauty  of  the  rose 
and  the  lily.  We  know  not  how  the  vegetable 
germ  does  this  but  we  believe  it  does  this  very  thing. 
This  faith  gives  us  the  fruitage  of  the  florist  and 
of  the  farmer.  By  the  power  within  the  animal 
germ  of  life,  the  elements  of  the  mineral  and  vege- 
table kingdoms  are  regenerated  and  transformed 
into  the  heart-beating  and  eye-glittering  and  walk- 
ing organism  of  the  animal.  How  this  animal  germ 
of  life  does  this  we  know  not,  but  we  believe  it 
does  this  very  thing.  The  protoplasmic  germ  of 
human  life,  rightly  adjusted  and  related,  regenerates 
and  transmutes  and  transforms  the  elements  of  the 
animal,  vegetable  and  mineral  kingdoms  into  the 
upright  walking,  talking,  reasoning,  spiritualizing, 
organism  of  man.  How  this  protoplasmic  germ  of 
human  life  does  all  this  we  know  not  but  we  believe 
it  does  these  very  things.  In  view  of  all  these 
things,  is  it  too  much  to  believe  that  the  spirit  of 
the  creator  of  the  heavens  and  the  earth,  enswathed 
in  light,  clothed  with  fire,  moving  in  the  wind  and 
the  water,  can  give  breathing  life  to  man,  and  re- 
generate and  transmute  and  transform  all  the  ele- 
ments in  man,  spirit,  soul  and  body,  into  the  image 


20  Man  and  His  Education 


and  glory  of  God?  Let  man  submit  himself  to 
the  guidance  of  the  spirit  of  God,  following  the 
leadership  and  teaching  of  Jesus  Christ  in  the  use  of 
the  means  appointed  by  Him  he  will  be  renewed 
after  the  image  of  Him  who  created  him.  So  the 
spirit  of  man  receives  the  spirit  of  God  and  the  life 
and  the  beauty  and  the  glory  of  God  is  in  and 
upon  him. 


CHAPTER  V 


PHASES   OF   HUMAN    LIFE 


WE  now  proceed  to  note  the  different  phases 
of  human  life  as  they  appear  in  the  face  of 
man.  As  he  passes  before  us  he  has  been  classified 
in  color  as  white,  yellow,  red  and  black.  Whence 
the  color  type  of  man  is  a  mystery.  The  best 
chemical  analysis  ever  made  has  not  revealed  the 
secret.  And  his  education  may  have  very  little  to 
do  with  his  color  type  and  yet  it  may  have  more 
to  do  with  it  than  we  think.  The  color  of  leaf 
and  of  flower  and  of  fruit  is  more  than  skin  deep. 
And  so  it  is  of  man.  His  thought  and  feeling  and 
will  have  much  to  do  with  the  color  and  form  of 
his  expression  in  language  and  in  life.  We  speak 
of  him  as  black  with  rage,  as  red  with  anger,  as 
yellow  with  jealousy,  as  white  with  fear.  Thought 
and  feeling  have  to  do  with  these  colorings.  The 
whiteness  of  the  light  is  deeper  than  the  silver 
lining  of  the  cloud  or  the  bright  twinkle  of  the 
star.  God  is  light.  The  yellow  of  the  golden  sun- 
set is  deeper  than  the  fleecy  cloud  through  which  it 

21 


22  Man  and  His  Education 


shines.  The  red  of  the  blushing  morn  comes  from 
a  source  deeper  than  the  blue  sky  upon  which  it  is 
painted.  The  blackness  of  the  cloud  is  more  than 
mist  in  the  air.  The  color  of  leaf  and  of  flower  is 
of  more  than  sunshine  and  of  air.  In  all  this  and 
back  of  all  this  and  through  all  this  comes  a  life 
potency  working  its  wonders  for  our  learning. 
And  as  these  color  phases  of  man  come  from  a 
source  back  of  that  which  appears  on  his  face,  so 
human  life,  flowing  out  through  thought  and  feeling 
and  will,  has  to  do  with  the  colorings  of  its  mate- 
rial and  flesh  forms. 

It  is  worthy  of  note  that  human  life  in  its  darker 
shades  seeks  the  brighter  and  fairer  faces.  In  the 
vegetable  kingdom  the  darker  colorings  of  life  are 
relatively  few.  Black  roses  and  black  lilies  are 
rare.  And  in  the  unfolding  ages  and  progress  of 
human  life  they  may  be  as  rare  in  the  human  king- 
dom. As  light  triumphs  over  darkness  so  may  the 
aspirations  of  human  life  for  the  brighter  face  pre- 
vail. The  educator  who  imparts  in  forms  of  purity 
of  thought,  kindness  of  feeling,  benevolence  of 
purpose  helps  the  power  in  man  that  not  only  makes 
for  righteousness  but  for  the  beauty  of  God  in 
and  upon  man. 

The  true  educator  of  man  observes  and  notes  all 
the  forms  and  phases  of  life  for  suggestions  in  his 


Phases  of  Human  Life  23 

work  as  an  educator.  He  traces  carefully  the  law 
of  cause  and  effect,  the  influence  of  circumstances 
and  the  force  of  power  working  in  and  through 
him.  He  will  carefully  note  the  distribution  of 
the  different  forms  and  colorings  of  life,  vegetable 
and  animal  and  human.  He  studies  carefully  rela- 
tions and  modifying  causes.  He  will  note  the  con- 
ditions and  circumstances  of  the  most  perfect  forms 
and  most  beautiful  colorings,  to  ascertain  whether 
they  are  the  effects  of  segregating  influences  or 
otherwise.  He  will  seek  a  reason  for  classification 
and  segregation,  noting  the  methods  of  the  best  de- 
velopment in  the  vegetable  and  animal  and  human 
kingdoms.  To  educate  the  good  and  all  the  good 
in  man  and  to  use  means  adapted  to  the  develop- 
ment of  the  good  in  its  most  perfect  and  beautiful 
forms  will  be  the  scope  of  his  endeavor.  To  use 
means  that  are  adequate  and  methods  that  are  ef- 
fective will  be  his  high  purpose.  To  most  surely 
succeed  in  this  the  educator  himself  must  be  in  right 
attitude  and  relation  to  the  power  in  man  that 
makes  for  righteousness, — yea,  to  the  power  over 
the  spirit  of  man  giving  light  and  life  and  love  to 
all,  working  in  all  men  to  will  and  to  do  of  His 
good  pleasure,  even  the  perfection  of  the  creature. 
It  may  be  noted  here  that  this  law  of  the  selec- 
tion of  agencies  and  means  is  observed  by  man  in 


24  Man  and  His  Education 

all  spheres  of  his  achievements.  The  forester  looks 
for  the  man  who  has  been  trained  in  the  use  of  the 
axe  and  the  saw.  The  farmer  looks  for  the  man 
who  has  been  trained  to  the  work  of  the  farm. 
The  house  builder  looks  for  the  man  who  knows 
the  work  and  the  tools  of  house  building.  The 
tradesman  wants  the  man  who  will  line  up  well  in 
his  business.  And  so  we  might  go  through  the 
whole  catalogue  of  human  enterprises  and  the  same 
would  be  true.  The  man  of  knowledge  and  experi- 
ence, and  one  thing  more  not  hitherto  named,  the 
man  who  is  in  tune  with  his  work  is  the  man  of 
highest  value.  He  is  best  adapted,  most  effective 
for  successful  achievement.  And  nowhere  in  life's 
school  of  achievements  is  this  more  important  than 
in  what  is  known  as  the  school  room.  The  most 
effective  teacher,  and  the  one  whose  work  fails  not 
in  time  or  in  eternity,  is  the  one  who  is  in  tune  with 
the  infinite  source  of  light  and  of  love  and  of  life, 
the  creator,  preserver  and  governor  of  heaven  and 
earth.  Thus  only  will  man  be  an  adequate  agency 
and  use  adequate  means  for  the  perfecting  of  hu- 
man life  in  all  its  relations.  Be  ye  perfect  even 
as  your  Father  in  heaven  is  perfect. 


CHAPTER  VI 


MORAL   TYPES 


HAVING  thought  of  man  in  his  physical  organ- 
ism of  many  members,  and  his  psychic  or  soul 
powers,  and  of  the  color  phases  of  his  life  all  of 
which  are  related  to  his  education,  we  come  now  to 
consider  three  moral  types  of  his  life.  These  are 
known  as  the  carnal,  the  natural,  the  spiritual.  All 
his  physical  elements  and  members,  and  all  his 
psychic  powers,  with  all  their  blendings  and  inter- 
blendings  may  be  martialed  under  either  of  these 
types,  but  which  depends  largely  upon  his  educa- 
tion and  training. 

We  note  first,  the  carnal  type  of  human  life. 
And  we  note  here  the  marks  of  the  carnal  type. 
They  are  of  course  physical  and  are  found  where 
the  body  dominates  the  soul.  Here  the  body  is 
master  and  flesh  ruling  rather  than  serving,  the  life 
is  carnal.  As  my  Greek  brother  would  say  life  is 
somatic  rather  than  psychic  or  pneumatic.  As  St. 
Paul,  a  greater  logician  and  philosopher  than  Plato, 
says,  the  life  is  carnal.  The  carnal  mind  is  enmity 
25 


26  Man  and  His  Education 

against  God,  is  not  subject  to  the  law  of  God, 
neither  indeed  can  be.  Whatever  helps  the  en- 
thronement of  the  appetites  of  the  body  over  the 
soul  and  spirit  of  man  tends  to  man's  debasement. 
Appetite,  in  the  divine  order,  is  means  to  a  higher 
end.  To  keep  the  higher  end  in  view  is  the  scope 
of  education. 

It  seems  to  be  true  that  man  is  born  hungry. 
Soon  after  breathing  his  own  individual  life  his  lips 
give  signs  for  food  and  his  hands  find  their  way  to 
his  mouth.  And  parenthood  gratifies  the  hunger 
and  thirst  of  the  child  wisely  but  not  always  most 
wisely.  Sometimes  the  parent  pampers  the  appetite, 
surfeits  the  system,  overindulges  the  child  and  so 
starts  it  on  the  career  of  a  self-indulgent  life  that 
works  ruin  in  later  years.  Thus  it  is  trained  in  the 
habit  of  the  carnal  mind  and  will  be  prone  to  live 
to  eat  rather  than  to  eat  to  live.  So,  the  first 
months  and  years  of  a  child's  individual  and 
dependent  existence  may  determine  what  kind  of 
a  man  he  will  be  at  forty  years  of  age,  if  he 
live  so  long.  Though  he  live  a  temperate  life 
in  his  manhood  years  and  reach  the  sixtieth  or 
even  seventieth  anniversary  of  his  birth,  he  may 
waken  up  to  the  consciousness  of  having  to  fight 
over  again  the  battles  of  his  youth.  And  the  par- 
ent, or  the  school,  or  the  church,  that  neglects  the 


Moral  Types  27 


early  training  of  the  child,  fails  to  help  the  old 
man  conquer.  God  made  no  mistake  when  He 
said:  "Train  up  a  child  in  the  way  he  should  go 
and  when  he  is  old  he  will  not  depart  from  it."  To 
neglect  to  so  train,  or  to  train  otherwise  is  to  make 
it  hard  for  the  child  when  he  is  old.  The  carnal 
mind,  unrestrained  in  youth,  becomes  a  destroying 
tyrant  to  manhood  even  down  to  old  age. 

The  second  type  of  human  life  involving  char- 
acter and  destiny  is  known  in  Holy  Scripture  as 
the  natural  mind.  Here  the  viewpoint  is  that  of 
the  soul.  Self-worthiness  may  be  the  watchword. 
Man  prides  himself  on  what  he  is  and  what  he  does. 
He  is  prone  to  think  that  there  is  nothing  great  in 
man  but  mind.  He  says  thoughts  are  things,  and 
things  make  up  the  world.  Mind  names  and  classi- 
fies and  systematizes  all  things  from  clod  to  God. 
Mind  is  great,  and  naturally  man  becomes  heady, 
high  minded,  proud.  He  glories  in  his  intellectual 
achievements  and  in  the  mastery  of  mind  over  mat- 
ter. Knowledge  is  power.  Therefore  the  emphasis 
is  put  in  mind  and  its  development.  Education  be- 
comes pre-eminently  an  intellectual  matter.  A 
well-trained  mind  is  here  the  goal.  The  affections 
may  play  their  part;  love  may  make  its  conquests; 
hate  may  exploit  its  spoils ;  the  will,  like  an  imperial 
Caesar,  may  make  its  achievements;  the  body  may 


28  Man  and  His  Education 

walk  forth  like  a  giant  and  perform  its  feats,  but 
over  all  these  the  mind  is  censor.  The  natural  law 
of  cause  and  effect  is  noted.  Natural  elements  are 
classified  according  to  their  relations  and  potences. 
The  realm  of  nature  is  the  arena  of  mental 
achievement.  Man  is  great  in  his  achievement 
because  of  his  mind.  He  sees  and  notes  the 
operation  of  mental  laws,  traces  the  law  of  cause 
and  effect  among  natural  elements  and  so  habituates 
himself  to  natural  processes  of  thought  as  to  see 
only  that  which  is  natural.  His  spiritual  suscepti- 
bility, power  of  faculty,  becomes  atrophied.  The 
natural  mind  is  king,  and  knows  only  things  of  the 
natural  kingdom,  'Tor  the  natural  man  receiveth 
not  the  things  of  the  spirit  of  God;  for  they  are 
foolishness  unto  him;  neither  can  he  know  them, 
because  they  are  spiritually  discerned."  i  Cor. 
H:i4. 

Therefore  it  is  evident  that  if  man's  education 
has  to  do  only  with  the  natural  he  becomes  so  pre- 
dominantly natural  minded  as  to  lose  power  to 
know  spiritual  things.  That  education  which  trains 
the  child  to  think  only  of  nature,  and  nature's 
processes,  trains  the  child  to  become  skeptical  con- 
cerning things  supernatural.  However  important  his 
education  in  natural  things  may  be,  man's  education 
in  faith  in  the  supernatural  is  of  greater  importance. 


Moral  Types  29 


As  the  body  is  more  than  the  raiment  it  wears,  as 
the  soul  is  more  than  the  body  through  which  it 
works,  so  the  spirit  of  man  is  more  than  the  soul,  its 
psychic  manifestations.  And  that  education  which 
neglects  the  spirit  of  man,  or  divorces  his  spirit 
from  the  spirit  of  God  in  nature  robs  man  of  his 
highest  glory. 


CHAPTER  VII 

THE    ESSENTIAL    IN    MAN's    EDUCATION 

WE  come  now  to  consider  the  most  important 
factor  in  man's  education.  Physical  training 
is  important.  Our  schools  do  well  in  teaching  and 
training  in  the  manual  utilities.  They  do  better  in 
their  teaching  and  training  the  soul  in  the  higher 
utilities  where  mind  makes  its  exploits  and  heart 
shows  its  interest  and  will  makes  its  choices.  But 
they  do  best  of  all  when  they  teach  and  train  to 
faith  in  God  over  all  blessed  forever  more. 

Man  is  essentially  spiritual.  God  is  spirit  and 
man  was  created  in  His  image,  a  personal  spirit. 
As  such  God  communes  with  him  and  he  with  God, 
receiving  illumination,  endowment  and  induement 
for  achievements.  God  is  the  absolute  and  univer- 
sal dynamic.  And  thus  man  as  a  spiritual  being 
comes  into  working  harmony  with  God.  To  neg- 
lect this  point  of  spiritual  power,  of  this  relation 
of  the  human  spirit  to  the  divine  spirit  is  to  fail 
in  the  highest  and  most  comprehensive  and  most 
enduring  education  of  man. 
30 


The  Essential  in  Mans  Education  3 1 

There  is  an  abiding  affinity  between  the  spirit 
of  man  and  the  spirit  of  God.  The  spirit  of  man, 
in  this  fluxing,  restless  world,  finds  not  rest  until 
it  finds  it  in  God.  In  order  that  the  spirit  of  man 
might  have  this  rest  the  spirit  of  God  came  into  this 
world  chaotic  before  God  said:  Let  there  be  light. 
The  coming  of  light  was  a  sequence  to  the  coming 
of  the  spirit  of  God  into  the  material  world.  The 
creative  process  from  light  to  the  breathing  spirit 
of  man  had  for  its  immanent  dynamic  the  spirit  of 
God.  This  power  of  the  Highest  has  to  do  with 
every  atom  of  the  world  from  chaos  to  final  con- 
summation when  infinite  harmony  shall  prevail. 
By  the  influence  of  this  immanent  power  of  God 
man  is  kept  conscious  of  the  Supreme,  is  called  to 
God,  and  endued  with  power  divine.  So  it  was 
with  the  prophets,  apostles  and  evangelists  whom 
God  called,  qualified  and  sent  forth  to  preach  and 
to  teach.  The  gentleness  of  God  made  them  great 
in  power  for  righteousness.  Their  work  abides  as 
the  work  of  God.  They  were  pre-eminently  of  the 
spiritual  mind.  Their  spirits  were  attuned  to  the 
spirit  of  God.  And  we  today  must  come  into  har- 
mony with  this  dominant  chord  of  God  in  His  world 
if  we  would  sing  the  song  of  the  perfect  humanity, 
the  song  of  Moses  and  the  Lamb. 

Let   us  now  note  some  marks  of  the  spiritual 


32  Man  and  His  Education 

mind.  The  spiritual  mind  is  the  prevalence  of  the 
spirit  of  God  in  the  mind  of  man.  When  man 
yields  himself  to  the  Spirit  of  God,  and  is  guided  by 
the  Spirit,  in  the  use  of  the  means  of  the  Spirit, 
he  is  of  the  spiritual  mind. 

Jesus  the  Christ  is  God's  revelation  of  Himself 
unto  His  world  as  the  Father  of  our  spirits.  The 
work  of  the  Spirit  of  God  is  to  take  the  things  of 
Christ  and  show  them  to  the  spirit  of  man  to  guide 
him  into  all  truth.  Note  the  words  "all  truth." 
Thus  the  Spirit  conserves  all  law  in  creation  and 
revelation  processes,  helps  man  into  harmony  with 
God  in  Christ  in  whom  man  has  complete  redemp- 
tion. And  thus  man  is  guided  into  the  goal  of  all 
his  education.  This  then  we  note  as  a  mark  of  the 
spiritual  mind.  Looking  unto  Christ  who  is  the 
way,  the  truth  and  the  life.  He  says:  "Look  unto 
me  all  ye  ends  of  the  earth  and  be  ye  saved. 
Come  unto  me,  all  ye  that  labor  and  are  heavy 
laden,  and  I  will  give  you  rest.  Take  my  yoke 
upon  you  and  learn  of  me  and  ye  shall  find  rest 
unto  your  souls."  And  the  spirit  through  the  apostle 
says:  "There  is  none  other  name  under  heaven  given 
among  men  whereby  we  must  be  saved."  The  spir- 
itual mind  looks  to  Christ,  comes  to  Him  in  faith, 
learns  of  Him,  follows  Him. 


The  Essential  in  Mans  Education  33 

Another  mark  of  the  spiritual  mind  is  this: 
Guidance  by  the  Spirit  of  God  through  the  Word 
of  God.  ''By  the  Word  of  the  Lord  were  the 
heavens  made  and  all  the  host  of  them  by  the 
breath  of  His  mouth."  "He  spake  and  it  was  done, 
He  commanded  and  it  stood  fast."  "Heaven  and 
earth  shall  pass  away,  but  the  Word  of  the  Lord 
abideth  forever."  "The  Word  of  God  is  quick 
and  powerful,  sharper  than  any  two-edged  sword, 
piercing  even  to  the  dividing  asunder  of  soul  and 
spirit,  and  of  the  joints  and  the  marrow,  and  is  a 
discerner  of  the  thoughts  and  intents  of  the  heart." 
"To  the  law  and  to  the  testimony  if  they  speak  not 
according  to  this  Word,  it  is  because  there  is  no 
light  in  them."  So  saith  the  Spirit  of  God  to  the 
spirit  of  man.  And  the  Bible,  the  Holy  Scriptures 
is  the  Word  of  God.  "Holy  men  of  God  spake  as 
they  were  moved  by  the  Holy  Ghost."  "All  Scrip- 
ture given  by  inspiration  of  God  is  profitable  for 
doctrine,  for  reproof,  for  correction,  for  instruction 
in  righteousness;  that  the  man  of  God  may  be  per- 
fect, thoroughly  furnished  unto  all  good  works." 
Given  therefore  by  the  spirit  for  this  very  purpose, 
the  spiritual  mind  is  guided  by  Holy  Scripture  in 
faith  and  life. 

Another  mark  of  the  spiritual  mind  is  the  ac- 


34  Man  and  His  Education 

ceptance  of  the  Sacraments  of  the  Word  of  God  be- 
cause they  are  appointed  and  commanded  by  the 
Word  and  Spirit  of  God. 

Another  mark  of  the  spiritual  mind  is  fellowship 
with  the  church,  the  body  of  Christ,  the  pillar  and 
ground  of  the  truth,  against  which  the  gates  of  hell 
shall  not  prevail. 

Bearing  these  marks,  the  spirit  of  man  is  kept  by 
the  power  of  God  unto  eternal  life. 


CHAPTER  VIII 

THE  FIELD  OF  MAn's  CONSCIOUSNESS 

MAN  is  fearfully  and  wonderfully  made  and 
that  my  soul  knoweth  right  well,  said  the 
singing  prophet  of  Israel.  In  the  complexity  of  his 
being  he  is  in  the  midst  of  three  worlds.  Of  these 
worlds  he  is  very  conscious.  To  hold  these  worlds 
in  right  relations  in  the  field  of  his  consciousness 
is  the  ideal  of  his  life  here  where  so  much  is  at 
issue.  If  either  of  these  three  worlds  is  ignored  or 
neglected  in  man's  education  he  becomes  an  ab- 
normal being.  The  school  that  neglects  either  of 
these  worlds  is  an  abnormal  school.  To  educate 
man  symmetrically  these  three  worlds  of  man's 
consciousness  must  be  in  harmony.  Then  man  will 
be  beautiful,  blessed,  most  useful  and  divinely  re- 
lated to  all  the  environs  of  his  life.  Thus  he  is  so 
related  to  the  material  world  about  him  as  to  as- 
similate its  elements  to  his  needs  and  enjoyment. 
Then  his  mind  is  clear  and  alert,  his  affections  are 
active  and  blissful,  his  will  is  strong  and  command- 
ing and  he  is  clothed  in  royal  apparel  and  power. 
35 


36  Man  and  His  Education 


And  then  his  spirit  is  in  tune  with  the  Spirit  of 
God  whose  gifts  are  so  manifold,  making  man  a 
most  effective  and  harmonious  worker  with  God. 

Now  what  are  these  three  worlds  which  are  so 
powerful  in  man's  education?  They  are  first,  the 
realm  of  his  self-consciousness;  secondly,  the  realm 
of  his  world-consciousness;  thirdly,  the  realm  of  his 
God-consciousness. 

We  note  first,  the  part  man's  self-consciousness 
takes  in  man's  education.  In  this  field  of  his  learn- 
ing we  have  all  those  studies  that  relate  to  his 
body  and  to  soul  and  to  his  spirit.  Concerning  the 
body  we  have  anatomy,  physiology,  hygiene  and  all 
those  studies  that  relate  to  health  and  healthful 
activities,  to  healthful  foods  and  drinks,  and  to  the 
right  use  and  care  of  eye  and  of  ear,  of  hands  and 
of  feet,  yea  of  all  the  senses  and  members  of  the 
body  that  man  may  be  the  best  possibly  fitted  for 
achievements  in  life. 

Then  concerning  the  soul  we  have  psychology, 
studies  of  the  mind,  the  sensibilities  and  the  will, 
ethics  of  moral  science  and  all  those  philosophies 
which  relate  to  historical  and  causative  develop- 
ment of  human  life. 

Then  again  we  have  those  studies  which  relate 
to  the  personal  spirit  oi  man  in  its  relation  to  the 
world  and  to  God,  the  so-called  science  of  being, 


The  Field  of  Mans  Consciousness  37 

philosophy  of  life  and  its  relations  to  conscious  and 
sub-conscious  influences. 

It  was  Alexander  Pope  who  said:  "The  proper 
study  of  mankind  is  man."  And  it  was  the  wise 
Greek  who  said ;  "Know  thyself."  Man  is  the  key 
that  unlocks  the  door  of  all-world  knowledge.  The 
God-man  is  the  key  to  all  true  knowledge.  For 
man  to  know  himself,  his  relations  and  dependen- 
cies, is  of  first  importance.  It  helps  him  to  adjust 
to  the  world  about  him  and  to  God  above  him.  In 
his  self-adjustment  to  the  world  the  scientific 
studies  are  very  helpful.  Here  medical  science  is  a 
suggestive  friend.  Here  moral  philosophy  is  a 
wise  counsellor.  And  here  the  teaching  of  the  reve- 
lation of  God,  man's  creator  is  the  true  friend  and 
unerring  counselor.  To  know  man  in  his  real  and 
true  nature,  to  learn  the  prophecies  of  his  possibili- 
ties, to  see  the  forecasting  of  his  destiny,  study  the 
Book  of  books.  Without  this  light  upon  man,  in 
body  and  soul  and  spirit,  man  will  not  have  a  true 
knowledge  of  himself.  Without  the  study  of  this 
Book  he  will  not  learn  to  know  himself  in  his  real 
and  true  relations  to  this  world  or  to  the  next 
whither  he  is  going.  Man's  teachings  are  con- 
stantly changing  but  God's  teachings,  like  Himself, 
change  not.  "The  spirit  of  man  is  the  candle  of 
the  Lord."     Until  that  candle  is  lighted  by  Him 


38  Man  and  His  Education 

who  is  the  light  of  the  world  it  has  only  a  dying 
spark  and  is  as  only  smoking  flax.  And  the  match 
by  which  the  spirit  of  man,  the  candle  of  the  Lord, 
is  lighted  is  the  written  Word  of  the  living  God. 
Without  a  knowledge  of  this  Book  man  cannot  see 
himself  as  he  is.  He  cannot  know  whither  he  is 
tending.  He  gropes  in  darkness.  But  God  is  light 
and  His  Word  is  life. 


CHAPTER  IX 

HIS   WORLD-CONSCIOUSNESS 

IN  the  field  of  man's  consciousness  the  world 
about  him  has  a  very  prominent  place.  To  know 
the  material  world  in  which  we  live  is  very  impor- 
tant to  us.  From  it  we  get  our  food,  our  clothing, 
our  shelter,  our  money  as  a  medium  of  exchange 
for  the  supply  of  all  our  needs,  and  the  means  for 
our  educational  advancement  in  science,  art  and 
philosophy.  It  is  not  surprising,  therefore,  that  this 
material  world  plays  so  important  a  part  in  most 
men's  lives.  Hence  in  man's  education  he  exploits 
all  nature  from  the  stars  to  the  depths  of  the  sea,  to 
discover  his  resources,  to  classify  her  elements,  to 
know  her  laws  that  he  might  know  and  choose  her 
utilities.  As  a  result  of  this  exploitation  he  classi- 
fies nature  studies,  giving  us  geography,  geology, 
mineralogy,  botany,  entomolog>%  ornithology,  zool- 
ogy, anthropology,  astronomy,  physics,  and  chemis- 
try, probably  the  most  important  of  all  the  sciences 
not  to  mention  scores  of  other  classified  studies.  In 
these  studies  we  speak  of  the  law  of  gravity,  of 
39 


40  Man  and  His  Education 

chemical  affinity,  of  cohesion,  of  centripetal  and  cen- 
trifugal forces,  and  of  the  law  of  cause  and  effect. 
So  manifold  are  the  facts  and  the  laws  governing 
them,  and  so  related  are  they  to  human  life  as  to 
make  a  knowledge  of  them  of  great  utility  in  man's 
achievements  and  welfare.  Everything  being  under 
law,  a  knowledge  of  things  and  the  laws  govern- 
ing them  are  valuable  assets  in  solving  the  problem 
of  man's  education. 

The  Creator  of  the  heavens  and  the  earth  had 
all  this  in  view  when  he  gave  the  earth  to  man 
and  said  to  him:  "Six  days  shalt  thou  labor  and  do 
all  thy  work."  So  important  is  human  life  in  the 
earth,  and  so  important  is  a  knowledge  of  earthly 
things  and  the  laws  governing  them  that  God  com- 
manded man  to  be  busy  six  days  in  learning  these 
things.  God  hath  commanded  wisely.  He  spake 
and  it  was  done.  He  commanded  and  it  stood  fast. 
His  word  endureth  forever  and  changeth  not.  God 
is  good,  and  His  tender  mercies  are  over  all  his 
works.  Every  good  gift  and  every  perfect  gift 
Cometh  from  God  with  whom  there  is  no  variable- 
ness nor  shadow  of  turning.  And  His  laws  govern- 
ing nature  are  of  love  and  change  not.  Is  it  the 
law  of  gravity?  of  chemical  affinity?  of  cohesion? 
of  centripetal  and  centrifugal  forces?  They  are 
the  same  everywhere  and  therefore  man  can  depend 


His  World-Consciousness  41 

upon  them  and  make  his  calculations  for  days  and 
for  years  and  for  centuries  to  come.  Therefore, 
knowing  these  laws  of  God  in  nature  man  can 
adjust  to  them  and  be  filled  with  all  the  fullness  of 
God  for  him  in  body  and  soul  and  spirit. 

Here  two  important  things  may  be  noted.  The 
first  is  this:  If  man  allows  nature  studies  to  absorb 
all  his  energies  he  becomes  natural  minded  and 
worldly.  The  natural  mind  knoweth  not  the 
things  of  the  Spirit  of  God.  He  becomes  worldly 
because  the  world  dominates  his  life.  He  lives  in 
and  for  this  world.  Nature  is  his  god.  He  talks 
of  nature  as  doing  everything  which  he  does  not  do. 
Nature  causes  the  water  to  flow,  and  the  plants  to 
grow,  and  the  wind  to  blow,  and  beyond  nature  he 
recognizes  no  power.  He  becomes  a  nature  wor- 
shiper.    Such  a  man  is  only  one-third  educated. 

The  other  thing  we  here  note  is  this:  The  habit 
of  nature  study,  if  persisted  in,  results  in  dulling 
the  consciousness  of  the  supernatural,  in  clouding 
the  thought  of  God  and  in  the  atrophy  of  the  spir- 
itual faculties.  Thus  man  may  lose  faith  in  God 
and  become  Saduceeic  as  to  the  world  of  spiritual 
realities.  He  loves  only  this  world  and  the  things 
of  this  world.  His  spiritual  nature  is  blighted  and 
dwarfed.  His  inner  light  goes  out.  His  glory  de- 
parts.    His  name  is  Ichabod. 


CHAPTER  X 


HIS  GOD-CONSCIOUSNESS 


THE  three  thirds  of  man's  education  are  his 
self-consciousness,  his  world-consciousness,  and 
his  God-consciousness.  As  we  look  out  over  the 
world  we  see  houses  for  various  purposes.  Among 
them  on  mountain,  and  on  hill  and  in  valley  we  see 
the  altar  and  the  church  building.  The  altar  and 
the  church  are  evolutions  of  the  consciousness  of 
God.  As  in  self-consciousness  man  contemplates 
himself,  and  as  in  his  world-consciousness  he  con- 
templates the  world,  so  in  his  God-consciousness  he 
thinks  of  God.  The  altar  registers  on  earth  his 
thought  and  worship  of  God.  At  the  altar  man 
and  God  meet  in  fellowship.  There  man  prays, 
offers  his  sacrifice,  and  receives  the  expressed  favor 
of  God  in  sign  and  approving  and  guiding  word. 
Therefore,  the  church  Is  the  house  of  prayer,  our 
Father's  house.  Here  man's  consciousness  of  God 
is  fostered  as  nowhere  else.  Here  the  spirit  of 
man  draws  near  to  the  appointments  of  the  Spirit 
of  God.  Here  the  Spirit  of  God,  brooded  over 
42 


His  God-Consciousness  43 

the  waters  in  the  beginning,  broods  over  the  spirit 
of  man,  to  illuminate,  to  quicken,  and  to  guide  in 
the  way  of  all  truth.  Here  God  speaks  to  man  as 
nowhere  else.  Here  God  helps  man  as  nowhere 
else.  It  is  true  that  all  the  natural  world  is  the 
expression  and  a  revelation  of  God,  but  not  such  an 
expression  and  revelation  of  himself  as  God  gives 
by  the  altar  in  His  house.  In  nature  the  gentle- 
ness of  God  seems  veiled,  the  still  small  voice  of 
God  is  seldom  heard,  the  constraining  love  of  God 
is  but  little  felt,  but  in  His  house  of  prayer  and 
on  His  altar,  God  reveals  himself  to  draw  man 
to  Him  with  the  tender  cords  of  light  and  of  love. 
Therefore  the  spirit  of  man,  guided  by  the  Spirit  of 
God,  says:  "One  thing  have  I  desired  of  the  Lord, 
that  will  I  seek  after ;  that  I  may  dwell  in  the  house 
of  the  Lord  all  the  days  of  my  life,  to  behold  the 
beauty  of  the  Lord,  and  to  inquire  in  his  temple." 
Upon  such  a  man  rests  the  beauty  of  the  Lord  our 
God,  and  His  word  is  established  unto    him. 

All  this  is  the  result  of  the  striving  of  the  Spirit 
of  God  with  the  spirit  of  man.  The  Spirit  of  God 
was  man's  first  teacher,  breathing  into  him  the 
breath  of  life.  Then  the  Lord  God  taught  him 
the  way  of  life.  The  angel  of  the  Lord's  presence 
counselled  him.  So  God  was  man's  first  educator. 
Man's  education  came  from  above  him  rather  than 


44  Man  and  His  Education 

within  him  or  from  around  him  or  from  below  him. 
The  altar  was  man's  first  school-house  and  Jehovah 
his  first  teacher.  Though  man  built  the  altar  with 
his  own  hands,  God  taught  him  how  to  build  it  and 
what  offerings  to  make  upon  it.  And  in  the  teaching 
of  man  God  hath  used  all  nature  from  the  solid  rock 
to  the  cloud  of  vapor,  from  the  blade  of  grass  to 
the  sun,  from  the  worm  to  man  himself.  And 
all  God's  teachings  through  nature,  whether  by  type 
or  symbol,  or  by  revelation  unto  man,  have  their 
concentrated  fullness  in  Jesus  Christ  in  whom 
dwelt  all  the  fullness  of  the  Godhead  bodily.  By 
Him  were  all  things  made  that  were  made,  and 
without  Him  was  not  anything  made  that  was 
made.  Therefore,  He  knows  all  elements  and  all 
their  relations  and  all  laws  governing  them.  And 
therefore,  he  spake  as  never  man  spake.  By  Him 
all  things  consist.  He  is  the  bond  of  union  between 
God  and  man.  He  is  the  God-Man.  His  knowl- 
edge is  more  comprehensive  and  complete  than  that 
of  all  men  in  all  ages.  His  wisdom  is  greater  than 
that  of  men  and  of  angels.  His  love  and  power 
are  the  love  and  power  of  Almighty  God.  There- 
fore His  teaching,  and  preaching  and  living  and 
suffering  and  power  and  glory  and  dominion  are 
those  of  the  Infinite  himself  made  finite  for  man. 
Not  to  be  taught  of  Him  is  to  miss  the  teaching 


His  God-Consciousness  45 

of  the  greatest  and  best  teacher  this  world  has  ever 
seen.  In  Him  our  self-consciousness  and  our  world- 
consciousness  are  so  blended  together  in  their  ab- 
sorption by  our  God-consciousness  as  to  bring  us 
into  blending  harmony  with  God  over  all  blessed 
forever  more. 


PART  II 

THE  MEANS  OF  MAN'S  EDUCATION 


CHAPTER  I 


THE  WORD  OF  MAN 


THE  word  of  man  is  linguistic,  that  is,  a  lettered 
expression  of  his  thought,  his  feeling,  his  will, 
his  life. 

2.  This  linguistic  expression  may  be  vocal  and 
articulate.  Thus  man's  word  goes  through  ear- 
gate  to  educate.  Faith  cometh  by  hearing — faith 
in  its  forms  natural  and  spiritual,  human  and  di- 
vine, scientific,  philosophic,  and  religious.  Vocaliz- 
ing organs  are  primary  means  of  our  education. 
The  voice  of  parent,  of  nurse,  of  teacher,  of 
preacher,  of  God, — all  have  to  do  with  man's  edu- 
cation. Lips,  tongue,  teeth,  palate,  larynx,  bron- 
chia, lungs,  have  to  do  with  man's  education.  All 
ought  to  be  used  without  abuse.  God  uses  them  to 
give  His  word  to  the  world. 

3.  The  lettered  and  written  or  printed  word  of 
man  is  used  in  his  education.  His  spoken  word 
may  pass  with  the  wind.  His  written  word  abides 
with  the  ages  and  centuries  possess  it.  By  the  use 
of  this  means  man's  thought  is  spelled  out  into  and* 

49 


50  Man  and  His  Education 

through  many  languages  and  dialects,  and  man  be- 
comes cosmic  in  the  manifoldness  of  his  teaching 
and  learning.  Wonderful  is  the  power  of  the  per- 
sonal spirit  of  man.  More  wonderful  is  that  power 
who  gives  to  man  such  manifoldness  of  expression. 
No  wonder  His  name  is  called  Wonderful,  Coun- 
sellor, the  Mighty  God,  the  Everlasting  Father,  the 
Prince  of  Peace,  whose  government  and  peace  shall 
have  no  end.  The  wind,  the  water,  the  oil,  the  rock, 
the  woody  fiber,  the  iron  and  steel,  the  pearl  and  dia- 
mond— all  are  used  to  express  and  record,  and 
make  effective,  the  educative  power  of  man  and 
his  Creator. 


CHAPTER  II 


THE  SENSES  OF  MAN 


WE  note  in  Chapter  One  the  word  of  man,  or 
the  linguistic  means  of  his  education.  We 
note  secondly,  man's  seven  senses  as  means  of  his 
education. 

Through  five  of  these  senses  he  has  to  do  w^ith 
the  material  world  in  which  he  lives.  Through  the 
eye  it  is  estimated,  he  gets  at  least  eighty  per  cent 
of  his  knowldge  of  this  world.  Therefore  the  eye 
should  be  well  cared  for.  Through  the  senses  of 
hearing,  smelling,  tasting  and  touching,  he  gets 
twenty  per  cent  of  his  knowledge  of  material  things. 
Injury  to  either  sense  diminishes  man's  knowledge 
of  the  world  in  which  he  lives.  When  one  sense 
is  destroyed,  then  he  is  so  far  dead  to  this  world. 
If  it  is  the  sense  of  taste  that  is  destroyed,  he  knows 
nothing  of  the  gustatory  pleasure  of  food  or  drink. 
If  it  is  the  sense  of  smell  that  is  dead,  he  knows 
nothing  of  the  odors  of  the  rose  or  of  the  aroma  of 
savory  food.  If  the  sense  of  touch  is  dead,  he  is 
ignorant  of  pleasurable  feeling  of  friendly  objects 
51 


52  Man  and  His  Education 

he  may  touch  or  grasp.  If  it  is  the  sense  of  hearing 
that  is  lost,  he  is  dead  to  the  concord  of  sweet 
sounds.  If  it  is  the  sense  of  sight  that  is  gone,  he 
is  dead  to  the  beauty  of  the  world.  If  all  senses 
are  dead,  then  man  is  dead  to  this  world,  and  we 
lay  thq  organism  of  the  five  senses  (his  body)  away 
into  the  tomb.  His  work  in  this  world  is  done. 
His  fellowship  with  friends  in  earthly  form  is  ended. 

Then  there  is  a  sixth  sense.  Man  is  conscious 
of  the  right  and  the  wrong,  of  the  proper  and  of 
the  improper,  of  the  good  and  of  the  evil.  He 
often  feels  it  his  duty  to  do  thus  or  so.  He  op- 
poses or  disapproves  certain  conduct.  He  has  a 
moral  sense,  commonly  called  conscience.  And  few 
are  the  parents  who  want  a  teacher  to  teach  their 
children  who  is  deficient  in  this  sense.  A  good 
moral  character  is  essential  in  a  good  teacher  for 
a  good  education  of  the  pupil. 

Then  there  is  a  seventh  sense.  Man  is  conscious 
of  God.  God  is  spirit.  Man  is  essentially  spirit. 
The  spirit  of  man  is  the  candle  of  the  Lord.  The 
Spirit  of  God  moves  upon  and  among  the  elements 
of  the  material  world  in  which  man  lives.  The 
Spirit  of  God  strives  with  man,  and  keeps  man 
conscious  of  God.  Man  shows  this  consciousness 
in  his  language,  in  his  acts  of  altar  and  temple 
building  for  worship.    Thus  man  gives  evidence  of 


The  Senses  of  Man  53 

his  spiritual  sense.  So  a  personal  spirit  man  is 
conscious  of  God  who  is  personal  Spirit,  and  wor- 
ships Him  as  adequate  cause  of  all  things,  and 
Father  of  his  own  spirit. 

The  neglect  to  use  a  sense  results  in  hurt  to  that 
sense.  And  if  such  neglect  be  persevered  in  for  a 
long  time,  that  sense  becomes  dead,  atrophied,  and 
man  loses  consciousness  of  the  object  of  that  sense, 
whether  it  be  physical,  moral,  or  spiritual.  Thus 
it  is  possible  for  a  man  to  be  three  times  dead — 
physically,  morally,  and  spiritually.  Yea,  more! 
He  may  be  seven  times  dead, — dead  to  God  and  to 
this  world. 

Not  so  when  man  is  normally  educated — when 
all  his  senses  are  used,  developed  and  rightly  culti- 
vated. Then  he  is  a  live  man,  seven  times  alive. 
Then  Godliness  is  profitable  unto  all  things,  and 
he  has  promise  of  this  life  and  of  the  life  to  come, 
Christ,  the  supreme  spiritual  life,  came  that  we 
might  have  life  more  abundantly.  In  Him  we  have 
all  the  fullness  of  God,  for  time  and  for  eternity. 


CHAPTER  III 

OBJECTIVE    NATURE 

WE  have  thought  of  the  word  of  man  and  of 
the  senses  of  man  as  means  in  his  education. 
We  now  think  of  nature  in  its  objective  manifesta- 
tion and  relation  as  means  in  the  development  of 
man  in  his  full-orbed  education. 

Nature  may  be  divided  into  three  kingdoms,  that 
of  the  mineral,  that  of  the  vegetable,  and  that  of 
the  animal.  And  if  we  include  man  in  nature,  we 
would  say,  as  a  fourth  kingdom,  the  human 
kingdom. 

We  note,  first,  the  mineral  kingdom.  In  this 
kingdom  we  have  air,  water,  earth  and  the  stars, 
with  their  light  and  electricity.  Here,  too,  we  have 
the  laws  of  gravity,  of  chemical  affinity,  of  cohe- 
sion, of  adhesion,  and  the  forces  of  centrifugal  and 
centripetal. 

By  the  law  of  gravity  we  are  held  to  the  earth. 

By   keeping   the    center   of   gravity   we   stand   and 

r/alk  and  leap  and  run.     If  we  lose  the  center  of 

gravity  we  fall.   By  this  law  we  weigh  commodi- 

54 


Objective  Natu7-e  55 

ties  and  reckon  values.  By  this  law  we  weigh  rock, 
water,  and  air,  and  calculate  displacements  in 
water  and  in  air.  Adjusting  to  this  law  trees  grow 
and  trees  fall.  By  this  law  we  build  our  houses 
and  our  towers.  Not  to  reckon  with  this  law  is 
to  fail. 

Then  there  is  the  law  of  chemical  affinity.  By 
this  law  earth  is  a  mixture  of  elements,  water  is 
formed,  and  air  is  composed.  By  this  law  plants 
grow,  form  pith,  fiber  and  bark.  By  this  law  ani- 
mals grow,  form^  bone,  muscle,  tendon,  nerve,  skin, 
and  hair.  By  this  law  we  prepare  our  foods,  digest 
and  assimilate  them.  By  this  law  our  brains  are 
fed,  surfeited,  or  starved.  By  this  law  our  bodies 
are  built  up  and  by  it  they  are  decomposed.  Not 
to  reckon  with  this  law  is  to  fail. 

Then  there  is  the  law  of  cohesion.  By  this  law 
solid  rocks  are  formed  and  placed ;  woods  are  ad- 
justed for  use,  iron  is  made  to  cohere  to  iron;  and 
our  buildings  of  stone,  of  brick,  of  wood,  with 
their  adjustments  and  decoration,  stand  and  serve 
us.  Without  this  law  of  cohesion  and  its  sister 
law  of  adhesion,  there  could  be  no  building  for 
habitation,  protection,  or  comfort. 

The  mineral  kingdom  is  the  foundation  without 
which  life  could  not  build.  There  would  be  no 
place  for  seed  of  life  to  rest,  no  soil  in  which  to 


56  Man  and  His  Education 

grow,  no  air  in  which  to  breathe.  Without  it  we 
would  have  no  place  to  stand,  no  food  to  eat,  no 
water  to  drink,  no  air  to  breathe,  no  light  to  see, 
no  life  in  the  body  with  its  five  senses. 


CHAPTER  IV 

THE  VEGETABLE  KINGDOM 

WITHIN  the  mineral  kingdom,  with  its  ma- 
terial elements,  governed  by  its  laws  operat- 
ing with  unfailing  accuracy,  there  is  a  place,  a 
condition,  and  a  provision,  for  life — ^vegetable  life. 
The  Creator  put  the  seed  of  vegetable  life  into 
such  ground,  because  in  such  ground  composed  of 
such  elements  and  governed  by  such  laws,  it  could 
grow.  In  such  a  soil  it  could  germinate  and  root 
itself  and  rise  into  its  heaven  of  air  and  light. 

There  is  the  seed  of  the  rose.  It  is  a  seed  of 
life  powerful  and  beautiful.  The  life  in  that  seed 
gets  hold  of  elements  in  the  soil,  assimilates  them, 
transmutes  them,  gives  them  its  own  nature,  and 
glorifies  them  in  the  form,  color,  and  beauty  of 
its  blooming  rose.  What  vegetable  life  does  here  it 
does  in  thousands  of  other  seeds,  from  the  smallest 
flower  of  grass  to  the  biggest  and  most  stately  tree. 
Without  life  the  mineral  kingdom  would  remain 
a  barren  desert,  a  kingdom  of  desolation.  But  with 
life  in  manifoldness,  it  not  only  blossoms  as  the 
rose,  but  it  blooms  as  a  paradise. 
57 


58  Man  and  His  Education 

You  notice  that  the  transformation  is  made  by 
that  force  we  call  life.  What  is  life?  Who  has 
seen  it?  Who  can  tell  us  what  it  is?  Who  can 
taste  it?  Who  can  abstract  it  from  its  form  and 
show  it  to  us?  Tell  us  what  it  looks  like.  It 
cannot  be  seen  with  the  eye.  It  cannot  be  held 
with  the  fingers  or  caught  with  the  nippers.  It 
evades  every  effort  of  man  to  grasp  it.  Yet  man 
believes  it  is.  He  talks  about  it.  He  writes  books 
about  It.  He  cannot  understand  it,  but  he  believes 
it  is.  So  he  says:  Life  makes  the  earth  beautiful, 
fruitful,  and  a  good  place  to  live  in.  He  believes 
and  therefore  he  speaks  and  writes,  and  wants  to 
live.  He  does  not  understand  the  mysteries  of 
life,  but  he  believes  there  is  life,  even  vegetable 
life,  and  he  shows  his  faith  by  his  actions — his 
works. 

To  know  something  of  how  plants  and  trees 
grow,  of  the  conditions  and  best  adaptations  for 
growth  is  no  small  part  of  man's  education.  Not 
all  elements  are  adapted  to  every  plant  for  growth. 
But  every  plant  in  growing  adjusts  to  the  law  of 
gravity,  of  chemical  affinity,  and  of  cohesion.  It 
does  not  violate  them,  but  it  adjusts  to  them  and 
they  help  life  to  grow  and  bloom  and  bear  fruit. 
It  has  in  it  the  power  and  wisdom  of  God.  It  is 
God's  thought  in  bloom  and  in  fruitage. 


CHAPTER  V 


THE  ANIMAL  KINGDOM 


THE  mineral  kingdom  has  its  values.  The 
vegetable  kingdom  also  has  its  values,  and 
values  which  life  gives  to  elements  of  the  mineral 
realm.  The  vegetable  has  a  value  that  cannot  be 
given  to  the  mineral.  It  is  a  life  value.  The  most 
valuable  gems  in  the  mineral  kingdom  may  have 
life  value  back  of  their  marketable  form  and  qual- 
ity. Whence  the  pearl?  Whence  the  diamond? 
Would  the  mineral  kingdom  be  worth  anything 
without  life?  Would  there  be  a  value  reckoned 
without  life? 

There  are  different  degrees  of  life,  as  well  as 
different  values.  There  are  different  kinds  of  life. 
There  is  static  life  as  in  the  vegetable.  It  grows  by 
being  planted.  There  is  a  walking  life.  We  call 
this  life  animal  life.  It  moves  from  place  to  place. 
It  feeds  upon  the  vegetable.  It  transmutes  vege- 
table and  mineral  elements  into  a  new  form.  It 
gives  them  a  new  nature^ — the  animal  nature.  The 
animal  life  is  master  here.  This  life  gives  a  pulsat- 
59 


6o  Man  and  His  Education 

ing  heart,  breathing  lungs,  red  blood,  a  hearing  ear, 
a  seeing  eye,  a  moving,  creeping,  walking,  flying, 
organism  to  plant  and  clod.  Great  is  the  power  of 
the  animal  life.  Wonderful  its  works.  Marvelous 
its  voices.  It  lives  and  works  and  grows  in  earth, 
in  sea,  in  air,  almost  everywhere.  It  turns  all  be- 
low it  in  degree  and  kind  into  animal. 

The  mineral  kingdom  has  its  sounds.  There  is 
the  sound  of  the  bubbling  fountain  of  water,  of  the 
purling  brook,  the  flowing  river,  and  the  rolling  and 
splashing  waves  of  the  sea.  It  may  be  like  a  laugh, 
a  sigh,  a  moan,  and  a  crash  down  to  death.  They 
are  the  sounds  of  dead  elements. 

The  song  of  the  trees,  the  rustle  of  the  leaves, 
the  sigh  and  moan  of  the  forest  is  so  different  from 
the  moan  of  the  sea.  What  is  the  difference?  Life 
makes  the  difference. 

Then  there  comes  the  chirp  of  the  cricket,  the 
trill  and  croak  of  the  frog,  the  bleat  of  the  lamb, 
the  howl  of  the  wolf,  the  low  of  the  cow,  the 
whinney  of  the  horse,  the  song  of  the  bird,  the 
scream  of  the  eagle,  sounding  in  the  air.  What 
causes  the  difference  from  these  sounds  of  forest 
and  sea,  and  of  rustling  of  leaves  and  the  song  of 
the  brook?    Life,  a  higher  and  greater  life. 

To  every  seed  God  hath  given  a  body  as  it  has 
pleased   Him.       To  every  force  a  form  its  own. 


The  Animal  Kingdom  6l 

Even  dead  matter  has  its  motion  and  its  sounds. 
To  every  life  there  is  a  body,  an  organism,  and  a 
voice.  But  so  far  we  have  not  heard  a  voice  articu- 
late. We  have  not  caught  sight  of  a  lettered  w^ord 
or  seen  a  sign  telling  us  whence  all  these  things. 
Is  there  yet  a  higher  life?  Is  there  a  life  that  will 
give  articulate  speech  to  all  these  sounds  and 
voices  ? 


CHAPTER  VI 

THE   HUMAN   KINGDOM 

HUMAN  life  is  more  than  the  sum  of  all 
earthly  lives.  The  breath  of  God  is  in  it.  It  is 
master  of  all  nature  below  him.  It  is  king  over 
the  three  kingdoms — mineral,  vegetable  and  animal. 
Its  organism,  the  human  body,  is  built  up  v^^ith  ele- 
ments of  these  three  kingdoms.  In  man  they  are 
all  humanized.  In  man  all  are  offered  to  God  as 
living  sacrifice.  Man  is  the  high  priest  of  these 
three  kingdoms.  He  is  the  anthropos  of  these 
kingdoms.  In  his  face  all  look  up  to  heaven  and 
worship  God.  And  when  the  Son  of  God  became 
the  Son  of  Man  He  offered  in  his  own  body,  all 
nature  and  human  nature,  to  God  a  holy  and  ac- 
ceptable sacrifice.  As  human  life  regenerates  all 
other  and  lower  lives,  and  makes  them  human,  so 
the  divine  life  of  the  Son  of  Man  makes  all  other 
earthly  lives  divine.  In  the  Christ  all  things  are 
made  new.  He  is  the  medium  through  which  man 
is  reconciled  to  God  and  comes  into  fellowship 
with  Him.  Heaven  enters  earth  through  man. 
62 


The  Human  Kingdom  63 

Earth  rises  up  to  heaven  through  man.  Heaven 
and  earth  blend  in  man.  In  the  Christ,  God  and 
man  are  one.  In  the  Christ  God  became  man-like 
that  man  might  become  God-like. 

Thus  man  is  the  means  through  w^hich  God  cre- 
ates a  new  heaven  and  a  new  earth.  For  this  pur- 
pose the  spirit  of  man  is  the  candle  of  the  Lord. 
For  this  purpose  the  spirit  of  man  transmutes  all 
other  lower  elements  in  a  humanized  organism, 
whatever  its  type  and  color  and  language. 

The  human  organism  may  be  black,  red,  yellow, 
white,  with  various  blendings  of  these  it  is  yet  hu- 
man— that  it  may  become  divine.  The  physical 
types,  intellectual  types,  affectional  types,  and  will 
power,  need  to  be  studied.  There  are  the  family, 
tribal,  and  national  types  to  be  noted.  Ethnical  and 
ethical  types  as  well  as  language  types,  are  helpful 
means  for  a  full  education.  Every  means  through 
which  human  life  shows  itself  is  worthy  of  the 
thoughtful  notice  of  the  student,  the  scholar,  and 
the  teacher.  In  tYtry  man  there  is  some  good  and 
some  evil,  something  divine,  something  human, 
something  of  the  animal,  something  of  the  vege- 
table, something  of  the  mineral,  something  angelic, 
and  something  demoniacal.  To  ignore  any  of 
these,  results  in  partial  education.  To  know  all 
the  facts  and  their  laws  and  relations  and  possible 


64  Man  and  His  Education 

combinations,  In  man  himself,  Is  most  useful  means 
by  which  to  find  the  way  out  of  darkness  Into  light, 
out  of  the  complex  mysteries  Into  the  simple  life  of 
faith  and  hope  and  love. 

The  mineral  kingdom  Is  glorified  by  yielding  to 
the  power  of  the  vegetable  life.  The  mineral  and 
vegetable  kingdoms  are  glorified  by  yielding  to  the 
power  of  the  animal  life.  These  three  kingdoms 
are  glorified  by  yielding  to  the  power  of  the  human 
life.  And  all  four  are  glorified  by  yielding  to  the 
power  of  the  divine  life  in  the  person  of  the  God- 
Man,  the  man  of  Gallllee. 


CHAPTER  VII 

ADAPTATION  OF   MEANS 

MAN'S  education  is  four-fold — physical,  men- 
tal, moral  and  spiritual.  To  rightly  relate 
and  blend  these  elements  is  to  have  a  well-educated 
man.  Such  a  man  will  be  more  useful  and  happier 
for  such  proportionate  blending  of  these  elements. 
He  will  be  full-orbed  and  strong. 

To  have  such  a  result,  there  needs  to  be  adapta- 
tion of  means  to  this  end.  Life  is  a  very  sensitive 
thing.  It  is  also  a  very  mighty  thing.  Its  trans- 
mutations are  marvelous.  Its  power  to  lift  and 
place  and  hold  up  in  air  is  wonderful.  See  the 
great  tree,  look  at  the  ox  drawing  his  load,  note 
man  lifting  several  times  his  weight.  But  for  this 
physical  power  there  must  be  means  adapted  to 
life  for  these  results.  A  physical  organism  cannot 
be  built  up  without  physical  means.  Yes,  and  phys- 
ical means  adapted  to  the  temper  and  tone  of  the 
life  for  its  natural  working.  Corn,  potatoes,  wheat, 
need  different  elements  for  the  life  in  grains  and 
tubers  to  produce  desired  results.  Physical  elements 
65 


66  Man  and  His  Education 

adapted  to  the  nature  of  the  life  type  must  be  put 
where  that  life  can  touch  and  assimilate  to  its  own 
organism.  So  for  best  results  human  life  must  have 
physical  elements  adapted  to  its  building  up  a 
strong  and  effective  organism. 

The  same  is  true  for  the  mental  type  of  human 
life.  Thought  signs,  symbols,  words,  language, 
must  be  adapted  to  the  life  that  grows  signs  and 
symbols  and  words  and  language.  The  quality  of 
thought  means  has  much  to  do  with  the  results  of 
life's  work.  Well  formed  symbols,  letters,  words 
and  proper  and  right  acts,  good  and  pure  pictures, 
have  much  to  do  in  the  unfolding  and  habit-forming, 
and  destiny-determining  of  human  life. 

The  mental  temper  and  moral  tone  of  words 
and  language  may  soil  and  spoil  the  forming  of  a 
good  moral  type  of  life.  Good  moral  elements  are 
needed  to  build  up  a  good  moral  life.  Evil  com- 
munications corrupt  good  manners.  Bad  language 
corrupts  good  thought.  Bad  thought  hinders  good 
life.  The  best  manners,  best  language,  best  words, 
expressive  of  the  best  life,  are  needed  for  man's  best 
unfolding. 

As  physical  life  needs  physical  elements  for 
growth,  and  for  best  growth,  the  physical  elements 
best  adapted  to  that  particular  type  of  life,  so 
spiritual  growth  needs  spiritual  elements  for  its 
best  unfolding.     The  spirit  of  man  is  not  sufficient 


Adaptation  of  Means  67 

of  itself.  Like  every  other  kind  and  type  of  life, 
it  needs  its  own  proper  food  elements  to  unfold 
most  beautifully — and  fruitfully.  As  there  is  a 
certain  affinity  between  certain  types  of  life  and 
certain  natural  elements  for  best  results,  so  there 
is  an  affinity  between  the  spirit  of  man  and  certain 
spiritual  elements  for  best  and  most  beautiful 
growth.  All  these  elements  of  fitness,  and  of  adap- 
tation, are  of  God.  It  is  for  man  to  discover  these 
in  nature  and  adjust  them,  and  life  will  grow. 
But  for  man's  spiritual  growth  he  is  not  wholly 
dependent  on  discoveries.  The  elements  for  spirit- 
ual growth  are  furnished  him  in  the  Word  of  God. 
God  is  the  Father  and  Creator  of  our  spirits.  His 
words  in  human  language  are  spirit  and  life.  To 
receive  His  word  into  the  heart  is  to  receive  spirit- 
ual quickening  and  to  unfold  a  life  of  the  type  and 
beauty  of  the  life  of  Christ,  the  anointed.  The 
Bible,  given  by  the  Spirit  of  God,  is  the  Book  of 
Life  for  man.  The  Spirit  of  God  adapts  the 
words  of  this  Book  to  the  spirit  of  man,  and  when 
man  receives  them  by  faith,  the  life  of  heaven  be- 
comes manifest  in  the  life  of  man.  Then  man 
comes  into  fellowship  with  God.  Then  man's  edu- 
cation is  a  growth  Godward,  and  heaven  is  the 
goal.  This  is  life  eternal:  To  know  God  and 
Jesus  Christ  whom  He  hath  sent. 


PART  III 
METHOD  OF  MAN'S  EDUCATION 


CHAPTER  I 

THE    POURING-IN    METHOD 

WE  have  thought  of  what  and  who  man  is. 
We  have  considered  his  nature,  his  rela- 
tions to  his  environments,  and  mission,  to  subdue 
and  have  dominion  over  the  earth.  The  final  pur- 
pose of  this  dominion  is  the  offering  of  all,  as  Na- 
ture's high  priest,  to  God,  and  the  crowning  of 
Christ  as  Lord  of  all. 

We  have  thought  of  the  means  adequate  to  this 
end.  These  means  include  man's  consciousness, 
his  languages,  his  seven  senses,  and  his  material 
environments. 

Now  the  question  is.  How  can  human  life,  in 
its  nature  and  environment,  best  accomplish  its  mis- 
sion? 

In  the  educational  world  two  methods  have  been 
in  use.  They  have  been  called  the  pouring-in  and 
the  drawing-out  methods.  Some  emphasize  one  and 
some  the  other  method.  Again,  some  ring  the 
changes  on  adaptation  and  others  on  adjustment. 
Each  of  these  has  truth  to  support  it.  Each  has 
71 


72  Man  and  His  Education 

its  place  and  mission  in  man's  true  and  normal  edu- 
cation. All  are  parts  of  the  full-orbed  man.  All 
are  parts  of  God's  method  for  man's  education. 

"In  the  beginning  God  created  the  heavens  and 
the  earth.  The  earth  was  without  form  and  void. 
Darkness  was  upon  the  face  of  the  deep.  And  the 
Spirit  of  God  moved  upon  the  face  of  the  waters." 
Gen.  I  :i-2.  To  move  upon  the  face  of  the  waters 
the  Spirit  of  God  had  to  come  upon  the  face  of  the 
waters.  He  was  not  drawn  out  of  the  waters.  He 
did  not  come  up  through  the  waters.  He  was  not 
a  development,  or  a  spontaneous  combustion  or  gen- 
eration, of  the  waters.  He  was  a  superinduction, 
a  pouring  upon,  the  face  of  the  waters.  He  brooded 
over  the  waters  as  a  hen  broodeth  over  her  eggs. 
This  brooding  was  conditional  to  life  and  the  light 
of  life.  As  in  the  beginning  so  in  the  consummate 
ending  of  the  mission  of  the  Spirit  of  God  on  the 
day  of  Pentecost.  He  came  upon  man.  And  with 
His  coming  came  light,  life  and  power.  The  be- 
ginning was  typical.  The  ending  is  consummative. 
The  beginning  was  the  potency  of  the  germ  of  life. 
The  ending  is  the  potency  of  the  fruitage  of  the 
germ.  The  beginning  and  the  ending  was  a  pour- 
ing upon  method.  The  result  of  the  first  and  the 
last  was  light,  life,  and  man,  of  whom  and  of  all 
Jehovah  said,  ''Very  good.'*    And  so  it  will  be  again 


The  Pouring-in  Method  73 

when  man  shall  be  educated  according  to  the  plan 
of  His  Creator. 

The  mineral  kingdom  with  all  its  elements,  is 
lifeless — within  itself.  By  the  word  of  the  Lord 
life  was  put  into  the  midst  of  these  mineral  ele- 
ments and  life  began  to  appear  in  vegetable  and 
then  in  animal,  and  finally  in  human  forms.  Each 
kind  of  life  grows  and  produces  its  own  kind.  But 
the  life  of  every  kind  was  a  superinduction,  or  a 
pouring  in  of  life  forces.  Even  so  with  man.  Grod 
breathed  into  him  the  breath  of  life  and  man  became 
a  living  soul. 

And  it  is  worthy  of  note  that  none  of  these  lives 
come  to  flowering  and  fruiting  without  the  pouring 
of  light  upon  and  into  them.  God's  method  is  by 
light  centers  to  pour  light  upon  earth  with  force 
sufficient  to  cause  seeds  of  life  to  grow.  Without 
this  pouring-in  method,  no  growth  in  nature.  And 
thus  God  deals  with  man. 

When  God  said  to  man,  "Subdue  the  earth  and 
have  dominion,"  he  poured  thought  power  into  man. 
When  He  taught  man  what  to  do  and  what  not  to 
do.  He  poured  moral  power  into  man.  Whether 
the  voice  was  God's  own  or  echoed  by  angel, 
prophet,  apostle,  or  evangelist,  it  was  a  telling  that 
poured  upon  man  the  words  of  the  Lord.  In  the 
Law  by  Moses,  God  poured  truth  into  man  through 


74  Man  and  His  Education 

ear  and  eye.  Through  Jesus  Christ,  God  poured 
truth  and  grace  into  man  through  eye  and  ear  and 
touch.  St.  John  said :  "That  which  we  have  heard, 
which  we  have  seen,  which  we  have  handled  of 
the  Word  of  life,  declare  we  unto  you,  that  ye 
may  have  fellowship  with  us,  and  truly  our  fellow- 
ship is  with  the  Father,  and  with  his  Son,  Jesus 
Christ."  Light  and  life,  flowering  and  fruitage,  in 
nature  and  in  grace,  come  by  pouring  upon  and 
into  created  life. 


CHAPTER  II 

.  THE   DRAWING-OUT   METHOD 

EDUCATORS  have  put  emphasis  on  what  they 
call  the  drawing-out  method.  To  draw  out 
means  there  is  something  there  to  draw  out.  Ex 
nihilo  nihil  fit,  the  Latin  boy  says.  The  mineral 
kingdom  is  without  life  in  itself.  Having  no  life 
you  cannot  draw  life  out  of  it.  Man  cannot  draw 
life  out  of  death.  Man  cannot  draw  animal  life  out 
of  the  vegetable  kingdom.  Man  cannot  draw  human 
life  out  of  the  animal  kingdom.  Neither  can  divine 
life  be  drawn  out  of  human  life  without  first  put- 
ting divine  life  into  the  human.  So  the  pouring-in 
method  is  primary,  and  conditional  to  the  drawing- 
out  method.  Life  in  form  of  leaf,  blossom,  and 
fruit,  is  drawn  out  of  the  dead  mineral  kingdom 
after  vegetable  life  has  been  put  into  it.  So  with 
every  other  higher  kind  of  life.  For  any  force, 
mineral  or  vital,  vegetable  or  animal,  or  human,  to 
rise  above  itself,  it  must  be  gripped  by  a  force  or 
power,  above  it.  And  before  anything  can  be  drawn 
out  it  must  be  there  to  draw  out. 
75 


76  Man  and  His  Education 

The  child  embodies  elementally  and  germinally 
all  the  elements  of  the  matured  human  being.  The 
physical,  mental,  affectional,  moral,  religious,  ele- 
ments are  all  in  the  child  as  a  condition  for  drawing 
out  educationally.  To  draw  out  or  develop  the 
physical,  there  is  the  feeding,  or  pouring-in  process. 
So  the  mind  is  developed.  So,  too,  the  affections. 
And  so  the  moral  and  religious  natures.  There 
must  be  suitable  feeding  before  there  can  be  growth. 
There  must  be  pouring  in  before  there  can  be 
drawing  out.  No  amount  of  pumping  will  draw 
water  out  of  a  dry  cistern  or  a  dry  well. 

Put  water  into  the  well  and  you  can  draw  out 
water.  Put  thought  into  the  mind  and  you  can 
draw  out  thought.  Put  love  into  the  heart  and 
you  can  draw  out  love.  Put  morality  into  the  soul 
and  you  can  draw  out  morality.  Put  religion  into 
the  heart  and  you  can  draw  out  religion.  Like 
develops  like.  The  warm  sunshine  draws  the  life 
form  in  the  earth  out  into  leaf  and  blossom  and 
fruit.  Warm-hearted  thought  calls  forth  thought 
and  love  in  the  child.  Steady  and  systematic  nur- 
ture draws  out  the  life  force  into  its  best  form. 
But  best  unfolding  is  the  result  of  the  drawing  of 
a  higher  force  or  power.  If  the  same  kind,  the 
quality  or  quantity  needs  to  be  greater  and  better 
for  best   results.     And   the  best   is   not   too   good 


The  Drawinff-out  Method  77 

for  even  the  worst.  "And  I,  if  I  be  lifted  up  from 
the  earth,  will  draw  all  men  unto  me,"  said  the  best 
educator  the  world  has  ever  had. 

Not  all  persons  are  equal  in  all  the  elements  of 
a  human  being.  Some  are  strong  in  body  and 
others  are  weak.  Some  are  strong  in  mind  and 
others  are  weak.  Some  are  cold  of  heart  and 
others  are  warm-hearted.  Some  are  strong  of  will 
power  and  others  are  weak.  The  world  of  hu- 
manity is  a  world  of  inequalities.  What  are  our 
educational  methods  doing  for  these  unequal  chil- 
dren ?  Are  we  feeding  and  drawing  out  the  strong 
to  crush  out  the  weak?  Are  we  stimulating  and 
drawing  out  the  strong  elements  of  the  child  and 
allowing  the  weak  elements  to  atrophy?  Or  are 
we  feeding  the  weaker  elements  to  make  them 
stronger  so  as  to  help  to  a  full-orbed  and  well- 
rounded  individual  and  a  more  harmonious  com- 
munity? To  feed  the  strong  and  make  them 
stronger,  to  starve  the  weak  and  make  them  weaker 
is  the  method  of  the  under  world.  It  helps  where 
help  is  least  needed.  It  ruins  where  help  is  most 
needed. 

There  is  an  over-world  method.  It,  too,  pours 
into  and  draws  out.  Its  sunshine  is  for  all.  Its 
rain  falls  upon  all.  Its  wind  blows  and  breathes 
for  all.    A  voice  from  above  clouds  says:    Ye  that 


78  Man  and  His  Education 

are  strong,  bear  the  infirmities  of  the  weak.  Lift 
up  the  bowed  down.  Strengthen  the  weak.  Loose 
the  captive.  Heal  the  sick.  Raise  the  dead  in 
trespasses  and  sins.  Then  the  desert  shall  bloom 
as  the  rose.  Then  earth  shall  rejoice.  Righteous- 
ness and  peace  will  kiss  each  other.  He  who  was 
the  harmony  of  all  earthly  elements  in  his  personal 
organism,  and  in  his  personality,  harmonized  the 
human  and  divine  natures,  shall  be  the  teacher  of 
all  peoples  and  the  harmonizer  of  all  individuals 
and  nations.  To  learn  of  Him  and  to  follow  Him, 
is  to  reign  with  Him  whose  right  it  is  to  reign. 


CHAPTER  III 

OTHER   METHODS 

TO  teach  is  to  tell.  To  tell  is  to  pour  upon  or 
into.  To  teach  by  question  is  to  draw  out. 
This  is  sometimes  called  the  catechetical  method. 
Sometimes  both  of  these  methods  are  combined  in 
a  conversational  way,  and  is  called  the  conversa- 
tional method.  This  method  is  less  formal  than 
either  of  the  others.  It  is  more  nearly  mutual. 
With  some  it  is  more  effective.  It  is  free  from 
declamation.  It  spans  the  chasm  between  the  orator 
and  his  hearer.  It  draws  the  teacher  and  pupil  to- 
gether. It  subdues  and  softens  the  voice.  It  has 
more  heart  flow.  It  makes  the  teaching  art  a 
mutual  matter.  It  helps  reciprocal  thinking.  It 
quickens  thought.  It  awakens  interest.  It  in- 
creases freeness  of  expression.  It  receives  and  gives 
with  ease.  It  edifies  both  teacher  and  taught.  With 
a  wise  blending  of  methods  it  is  often  the  most 
effective  way. 

Then  there  is  the  partial  method.     This  is  the 
historic  method.     It  puts  emphasis  on  a  part  of 
79 


8o  Man  and  His  Education 

man  and  overlooks  other  parts  of  equal  or  of 
greater  importance.  For  example:  The  average 
human  life  emphasizes  the  physical  during  the  age 
of  eighteen  to  thirty  years.  From  thirty  to  fifty 
the  intellectual  predominates.  From  fifty  to  sev- 
enty the  moral  and  reflective  come  into  prominence. 
The  ph3^sical  attains  its  maximum  at  twenty-four. 
After  that  the  average  human  being  drawls  upon 
the  physical  resources  acquired  before  that  age.  At 
forty  intellectual  force  reaches  its  maximum.  Sup- 
ported by  twenty-four  years  of  physical  develop- 
ment, thirty  to  fifty  is  the  period  of  intellectual  ag- 
gression. Here  plans  are  formed  for  great  achieve- 
ments. After  fifty  human  life  is  more  reflective 
and  becomes  more  philosophic.  The  law  of  cause 
and  effect  receives  more  attention  and  means  to 
ends  are  chosen  more  wisely.  There  is  the  exercise 
of  greater  caution.  Here  we  find  our  wisest  states- 
manship. Here  we  get  our  greatest  generals  for 
vast  armies.  Here  we  enroll  our  most  astute  dip- 
lomats. Old  men  for  counsel.  Young  men  for 
action.  And  here,  too,  are  found  the  wisest  teach- 
ers and  the  best  preachers. 

The  history  of  the  world  is  a  world  enlargement 
of  the  individual.  The  world  has  had  its  child- 
hood, its  youth,  its  manhood.  There  was  its  tribal 
life,   roving   about  like  children.     There  was   its 


Other  Methods  8 1 


period  of  youth  when  physical  power  was  at  a 
premium.  The  period  of  Homer  tells  of  this. 
Then  came  the  period  of  philosophy.  Socrates  and 
Plato  and  Aristotle  tell  of  this.  Reason  held  sway. 
Art  flourished.  Esthetics  bloomed  like  the  rose. 
But  ethics  languished.  Religion  had  gods  many. 
But  human  life  faltered,  famished,  failed  to  reach 
the  goal  of  a  sound  soul  in  a  sound  body.  The 
family  was  corrupt.  Society  was  rotten  at  the 
very  shrine  of  Venus.  The  method  of  education 
was  partial. 

Reaching  after  better  things,  other  methods  were 
adopted.  Mind  and  morals  received  emphasis. 
Mind  became  brilliant,  morals  became  austere.  The 
French  revolution  of  over  a  century  ago  marked 
the  going  of  the  one  and  bald  Puritanism  marked 
the  going  of  the  other. 

At  this  writing,  the  world  is  in  the  throes  of 
wars  and  rumors  of  wars.  Why?  The  educa- 
tional methods  of  the  world  are  partial.  The 
carnal  mind  has  been  over  active.  When  this  mind 
rules  men  fight  like  beasts.  The  natural  mind 
has  been  too  highly  exalted.  It  is  heady,  high- 
minded,  but  knoweth  not  the  things  of  the  Spirit 
of  God.  The  natural  mind  has  made  wonderful 
achievements  in  scientific  utilities.  The  same  mind 
achieved  wonders  in  philosophy  but  lost  grip  on 


82  Man  and  His  Education 

human  life  and  vanished  like  vanishing  fog.  This 
same  natural  mind  turned  from  mental  phenomena 
to  material  phenomena  and  became  scientific.  Along 
that  line  the  progress  has  been  marvelous.  Man 
has  done  more  to  subdue  the  earth  and  have  do- 
minion in  the  past  fifty  years  than  in  all  previous 
centuries.  Man  now  goes  forth  not  only  over  the 
earth,  but  also  over  and  through  the  sea  and  through 
the  air  to  show  his  achievements.  But  alas!  Alas! 
All  his  progress  is  turned  to  the  destruction  of  hu- 
man life.  Just  the  very  opposite  to  that  for  which 
God  came  in  the  Man  of  Galilee,  to  give  life 
abundant  to  a  self-slaughtering  world. 

Those  nations  which  the  carnal  and  natural 
minds  have  dominated  in  their  official  life,  are  in 
deadly  conflict.  Other  nations  are  selling  their 
morals  for  money.  Where  the  carnal  mind  is  ac- 
tive and  the  natural  mind  rules  the  affairs  of 
state,  selfish  greed  will  lower  standards  and  cheap- 
en human  life.  In  the  first  part  of  this  twentieth 
century  our  education  is  pragmatic.  The  scientific 
development  of  the  past  fifty  years  has  made  it  so. 
The  demand  is  for  practical  results.  Though  the 
sphere  of  the  practical  has  widened  and  the  man- 
ual art  industries  are  encouraged,  yet  with  all  our 
methods  our  education  is  unbalanced,  partial,  ab- 
normal.   The  lower  utilities  are  emphasized.    The 


Other  Methods  83 


high  utilities  are  minimized.  Commercial  values 
are  dominant.  Spiritual  values  are  depreciated. 
Moral  values  are  uncertain.  Intellectual  values 
are  pragmatic.  Physical  values  are  mathematical. 
The  whole  man  has  been  commercialized.  Man 
is  little  better  than  a  sheep.  Sometimes  he  is  of 
less  value  than  the  machine  he  runs.  A  partial, 
unbalanced,  abnormal,  wrongly  emphasized,  edu- 
cation has  done  this.  Chaos  threatens  the  world. 
All  creation  groans.  Light  glimmers.  Faith  lives. 
Hope  smiles. 


CHAPTER  IV 

RESULTS    OF  WRONG    METHODS 

RESULTS  are  effects.  Effects  have  their 
causes.  That  method  that  puts  too  strong 
emphasis  on  a  cause  causes  bad  effects.  That 
method  which  puts  too  weak  emphasis  on  a  cause 
leads  to  ill  effects. 

1.  That  method  that  stresses  physical  develop- 
ment and  trains  for  physical  giants  at  the  cost  of 
intellectual  or  moral  power,  may  produce  a  su- 
perlative animal,  a  mighty  athlete,  but  fail  to  edu- 
cate the  man.  The  result  would  be  danger  to  the 
social  life  and  defeat  the  true  ideal  of  an  educated 
man. 

2.  To  unduly  emphasize  the  intellectual  may 
make  strong  minded,  brilliant  in  thought,  most 
acute  in  thought  analysis,  but  the  result  to  moral 
manhood  may  be  most  destructive.  An  educated 
thief,  robber,  rascal,  is  the  worst  kind  of  a  man. 
There  is  something  great  in  man  besides  mind,  in- 
tellect. 

3.  To  emphasize  only  the  moral  is  also  hurtful 

84 


Results  of  Wrong  Methods  85 

to  the  educated  man.  To  be  effective  in  right  liv- 
ing, physical  energy  and  mental  power  and  dis- 
cipline are  needed.  Moral  sentiment  may  become 
only  a  negative  force  vrithout  other  elements  to 
pull  or  push  moral  issues  to  the  front.  Moral 
sentiments  may  be  good,  moral  theories  are  better, 
for  mind  forms  the  theory,  but  moral  sentiments 
worked  out  into  real  life  are  best,  because  of  the 
working  energy  that  makes  them  effectual  for  good. 

But  how  have  moral  sentiments  at  their  best? 
They  are  variable  quantities.  Conscience  in  one 
man  differs  from  conscience  in  another  man.  Men 
and  nations  have  fought  one  another  impelled  by 
conscience.  The  human  element  of  conscience  is 
fallible.  It  is  human  to  err.  And  conscience,  with 
the  human  elements  active,  works  havoc  too  often 
in  home  and  in  state  and  in  Church.  More  than 
conscience  is  needed  for  righteousness  and  peace  and 
joy  to  all  the  world. 

4.  Then  there  is  the  religious  element  in  man's 
nature.  He  cannot  ignore  this,  but  to  ignore  other 
elements,  may  cause  man  to  be  a  religious  fanatic 
and  as  cruel  as  man  void  of  conscience.  Some  of 
the  most  cruel  wars  have  been  religious  wars.  Man 
is  a  religious  being.  He  will  worship.  His  ten- 
dency is  to  become  like  the  object  he  worships. 
Even  if  he  forms  and  fashions  his  own  gods,  mate- 


86  Man  and  His  Education 


rially  or  mentally,  he  becomes  like  them.  But  his 
own  self-made  gods  are  not  better  than  himself. 
They  cannot  lift  him  above  himself.  They  can- 
not push  him  up  to  a  higher  level.  To  rise  above 
himself  the  lifting  or  drawling  or  pushing  pov^^er 
must  be  above  him  in  degree,  or  kind,  or  both. 
The  powder  that  does  this  must  be  more  than  physi- 
cal, mental,  or  moral.  It  needs  to  be  more  than 
all  these  put  together  in  a  united  pull  or  push. 
The  needed  powder  is  one  that  touches  man's  own 
spirit  at  the  central  point  where  the  human  and 
the  divine,  where  God  and  man,  touch  each  other. 
At  that  point  of  mutual  touch  faith  begins  to  grow 
and  divine  light  and  life  begin  to  flow  into  man. 
Thus  man  begins  to  believe  and  to  speak  and 
achieve  from  above  his  own  sphere.  Thus  the 
Spirit  of  God  comes  into  his  thought  and  love  and 
choice  and  life.  Thus  God  who  is  Spirit  begins  to 
guide  man  into  all  truth.  Yes,  into  all  truth. 
And  all  truth  centers  in  Jesus,  the  Christ.  To 
guide  to  this  center  of  force,  of  power,  of  light,  of 
life,  temporal  and  eternal,  is  the  supreme  and  all 
comprehending  mission  of  the  Spirit  of  the  living 
God. 

Even  this  spiritual  power  has  been  counterfeited 
by  those  who  put  asunder  what  God  hath  put 
together.     The  vagaries  of  the  over-mystical,   the 


Results  of  Wrong  Methods  87 

too  subjective,  the  so-called  spiritualist,  and  those 
who  deny  the  reality  of  material  things  and  forces, 
are  erratic,  partial  and  fail  to  realize  the  divine 
ideal  for  man.  The  Spirit  of  God  guides  to  the 
things  of  God  in  Word  and  Works,  in  Nature  and 
revelation,  all  of  which  center  in  Him  by  whom 
all  things  were  made,  and  without  whom  was  not 
anything  made  that  was  made. 


CHAPTER  V 


THE    IDEAL    METHOD 


THE  ideal  method  contemplates  the  perfection 
of  the  individual  person  and  works  to  this 
end.  To  attain  this  end,  every  element  essential 
to  the  individual  is  considered,  vv^hether  it  be  physi- 
cal, intellectual,  moral,  religious,  or  spiritual.  The 
perfection  of  each  is  sought  not  to  the  hurt  of 
another,  but  in  harmony  with  every  other.  Each 
element,  each  faculty,  each  capacity,  essential  to 
the  perfect  man  is  carefully  related  and  developed 
so  as  to  make  a  full-orbed,  well-rounded,  and  per- 
fect man.  All  the  elements  are  to  be  so  related  and 
interblended  as  to  produce  one  harmonious  whole 
— a  perfect  man.  And  the  relation  of  these  ele- 
ments must  be  according  to  intrinsic  worth.  Man 
being  a  trinity  of  body,  soul,  and  spirit,  each  of 
these  must  be  so  related  as  to  make  a  perfect  man. 
The  body  is  sovereign  in  its  sphere  of  materiality, 
but  this  sovereignty  must  not  interfere  with  the 
sovereignty  of  soul  in  its  sphere.  And  neither  of 
these  sovereignties  must  be  allowed  to  interfere 
88 


The  Ideal  Method  89 

with  the  sovereignty  of  the  spirit  of  man.  All  are 
sovereign  in  their  respective  spheres.  Yet  the  spirit, 
of  highest  intrinsic  worth,  directs  the  soul  of  in- 
tellect and  sensibilities  and  will,  and  the  body  with 
its  energies,  toward  the  high  goal  of  a  perfect  man. 
The  spirit  of  man  is  the  candle  of  the  Lord,  and 
from  that  holy  of  holies  the  glory  of  the  Lord  is 
to  shine  forth  through  the  whole  temple,  even  to 
the  outermost  court. 

The  sovereignty  of  the  body  is  subordinate  to  the 
sovereignty  of  soul.  The  sovereignties  of  body  and 
soul  are  subordinate  to  the  sovereignty  of  the  per- 
sonal spirit.  Yet  the  personal  spirit  is  dependent 
on  the  soul  and  body  for  the  manifestation  of  its 
glory  in  the  sphere  of  man  on  earth.  And  the 
soul  and  body  are  dependent  on  the  spirit  for  their 
greatest  glory.  Thus  mutual  dependence  and  blend- 
ing sovereignties  become  harmonious  in  the  perfect 
man.  The  lowest  yields  its  sovereignty  to  the 
highest  and  receives  the  glory  of  the  highest.  Spirit 
thus  ennobles  and  glorifies  the  body. 

The  mineral  elements  have  their  sovereignty  ex- 
pressed in  the  laws  of  gravity,  chemical  affinity,  and 
cohesion.  Yielding  its  sovereign  laws  to  the  sover- 
eignty of  vegetable  life,  the  mineral  is  exalted. 
The  mineral  and  vegetable  sovereignties  yielding  to 
the    sovereignty    of    the    animal    life    are    exalted. 


go  Alan  and  His  Education 

And  these  three  sovereignties  yielding  to  the  sover- 
eignty of  human  life  are  exalted  by  being  made 
human.  Thus  the  lower  partakes  of  the  glory  of 
the  higher  and  the  lowest  shares  the  glory  of  the 
highest.  And  in  the  perfect  man  the  glory  is 
shared  by  all  the  elements  entering  into  his  perfect 
manhood. 

But  how  can  a  perfect  man  be  made  with  im- 
perfect elements?  How  can  a  clean  thing  come 
out  of  the  unclean?  Can  a  leopard  change  its 
spots?  Can  man  educate  unclean  elements  into 
cleanness?  Can  man  make  himself  clean,  or  holy? 
He  knows  better  than  he  does.  To  know  to  do 
good  and  do  it  not  is  sin.  To  transgress  the  law 
of  the  ideal  is  sin  against  that  ideal.  Not  to  be- 
lieve in  the  ideal  is  sin.  Unbelief  is  sin.  Not  to 
believe  the  ideal  possible  of  realization,  and  not  to 
use  the  means  for  such  realization  is  sin.  Of  these 
sins  we  are  all  guilty.  And  with  such  material  the 
perfect  man  is  not  possible.  The  means  are  not 
adequate.  The  methods  are  inadequate.  The 
agency  is  not  adequate.  Without  help  from  above 
and  without  the  submission  of  our  sovereignty  to 
that  higher  sovereignty  we  can  never  realize  the 
perfection  of  sinful  men,  the  goal  of  the  education 
of  man. 

Such  help  is  available.     It  hath  come  to  us  from 


The  Ideal  Method  91 

above  us.  The  Spirit  of  God  who  moved  upon 
the  face  of  the  vv^aters  in  the  beginning,  who  strove 
with  men  all  through  the  centuries,  in  the  fullness 
of  time,  conceived  the  ideal  man  who  was  born  of 
a  virgin,  heralded  and  protected  by  angels,  and  bap- 
tized by  the  eternal  Father  with  His  Spirit.  He 
was  born  in  Bethlehem.  He  came  out  of  Egypt. 
He  was  a  Nazarene.  Yet  without  sin.  He  ful- 
filled all  righteousness.  God's  own  ideal  for  hu- 
manity. In  his  face  the  glory  of  God  did  shine. 
In  his  heart  the  love-life  of  God  did  beat.  In  his 
hands  the  power  of  God  wrought.  In  his  feet  God 
went  about  doing  good.  From  his  mouth  came  the 
words  that  are  Spirit  and  life.  He  is  the  light  of 
God  for  the  world.  He  is  the  righteousness  of 
God  for  sinful  man.  He  is  the  Word  that  was  in 
the  beginning  with  God,  and  that  was  God.  By 
him  were  all  things  created  that  are  in  heaven  and 
that  are  in  earth,  visible  and  invisible,  whether  they 
be  thrones  or  dominions,  principalities  or  powers, 
all  things  were  created  by  him  and  for  him.  He 
was  before  all  things.  And  by  him  all  things  con- 
sist. In  Him  God  and  man  stand  together.  In 
Him  heaven  and  the  world  are  reconciled.  By 
faith  in  Him  and  fellowship  with  Him  man  is  born 
from  above  and  becomes  like  Him  in  righteousness 
and  peace  and  joy  in  the  Holy  Ghost.    To  lay  our 


92  Man  and  His  Education 

sovereignties  at  His  feet  is  to  be  exalted  and  to 
reign  with  Him  forever.  He  is  the  Way,  the 
Truth,  the  Life.  In  Him  God's  ideal  becomes  ours 
and  our  ideal  becomes  God's.  He  of  God  is  made 
unto  us  wisdom,  righteousness,  sanctification,  and 
redemption.  He  is  God's  teacher  and  Saviour  for 
all.     The  Alpha  and  Omega.    The  Amen. 


PART  IV 

THE  IDEAL  OF  MAN'S  EDUCATION 


CHAPTER  I 


THE   IDEAL    PROPAGANDA 


BEGINNINGS  are  typical.  Promises  are  pa- 
ternal. The  child  is  father  of  the  man. 
Causes  are  ancestral.  Coming  events  cast  their 
shadows.  Ideals  glimmer  before  they  gleam.  The 
ideal  education  was  at  first  only  a  glimmer,  a  spark, 
a  dim  flash,  a  promise.  It  is  not  yet  a  full  gleam. 
Its  rays  are  seen  and  their  pointings  are  being  recog- 
nized. Their  focalization  is  clearing.  The  day 
star  from  on  high  is  rising.  The  candle  of  the 
Lord,  the  Spirit  of  man,  is  flickering  more  brightly. 
The  spirit  of  God  is  brooding  and  warming  the 
spirit  of  man  into  life.  The  Sun  of  Righteousness 
is  shining  through  the  clouds  more  brightly.  The 
eye  of  man  is  opening.  The  ideal  for  him,  and  to 
become  his,  is  drawing  him.  It  has  been  a  push  and 
a  pull  for  at  least  six  thousand  years.  The  eternal 
years  of  God  move  on  to  bring  us  to  His  ideal  for 
us — fellowship  with  Him  and  His  Son.  Then  we 
shall  be  like  Him,  and  see  Him  and  His  ideal  as 
they  are. 

95 


96  Man  and  His  Education 

The  propaganda  of  all  this  began  in  the  Garden 
of  Eden.  The  light  from  above  was  dimmed  by  an- 
other. The  voice  from  above  w^as  muffled  by  an- 
other. A  subtle  deceiver  intruded  and  doubt  cast 
its  shadow  and  fear  moved  the  heart  of  man.  He 
fled  from  the  voice  and  light  and  lost  sight  of  the 
true  ideal.  Doubt  blinded  faith,  fear  clouded  love 
and  the  carnal  mind  feasted  on  the  fruit  and  the 
natural  mind  became  ambitious.  The  pure  white 
light  became  lurid.  The  voice  of  love  became  the 
voice  of  fear  and  was  tormenting.  With  man  God 
was  angry  and  the  Devil  was  pleased.  Man's  view- 
point of  God,  the  True,  the  Beautiful,  and  the 
Good,  was  changed.  But  God,  who  is  light  and 
love  eternal,  did  not  leave  man  to  his  delusion. 
His  Spirit  strove  with  man.  His  Word  spoke  to 
man.  His  light  continued  to  shine  for  man. 
Though  man's  vision  was  dimmed  and  his  hearing 
dulled,  the  voice  and  the  light  did  not  fade  entirely 
away.  Man  still  had  power  to  hear  the  promise 
which  was  the  ideal,  the  bud  of  faith  and  hope  in 
his  soul.  The  Spirit  of  God  brooded  over  man's 
spirit  and  kept  him  conscious  of  God  and  gave  him 
power  to  see  light,  and  catch  glimpses  of  an  unfold- 
ing and  leading  ideal.  To  follow  that  leading  and 
to  look  at  that  unfolding  was  the  way  of  faith,  of 
learning,  and  of  life. 


The  Ideal  Propaganda  97 

In  the  propagation  of  the  ideal,  two  agencies 
were  employed.  The  one  was  subjective,  the  Spirit 
of  God,  the  divine  immanence,  which  kept  man 
spiritually  alive,  though  dominated  by  the  carnal 
and  natural  minds.  The  objective  agency  was  the 
angel  of  Jehovah,  the  angel  of  the  covenant,  the 
revealer  of  God  unto  man.  Thus  helped  the  ideal 
did  not  vanish  out  of  sight  nor  perish  from  the 
earth.  Clouds  thickened,  floods  came,  but  the 
rainbow  of  promise  and  assurance  could  still  be 
seen.  God  was  yet  present  in  His  world,  though 
like  Jacob  in  the  night,  men  knew  it  not.  Even 
the  vapory  cloud  became  a  pillar  of  His  presence, 
and  the  pillar  of  fire,  a  gleam  of  His  presence. 
In  and  through  these  God  touched  stone  with 
His  finger  and  His  thought  was  engraved  for 
man's  learning  and  comfort.  God's  ideal  for  man 
would  not  down.  Man's  vision  of  that  ideal 
did  not  perish  from  the  earth.  God  wrought 
from  below  upward  and  from  above  downward 
to  keep  man's  eye  on  the  ideal  and  to  keep  man's 
heart  beating  for  its  realization.  So  susceptible 
was  man  and  so  effective  the  agencies  of  God, 
that  man  saw  the  glory  of  the  ideal  and  said: — 
"Unto  us  a  child  is  born,  unto  us  a  son  is  given 
and  the  government  shall  be  upon  his  shoulder 
and  his  name  shall  be  called  Wonderful,  Counsellor, 


98  Man  and  His  Education 

the  Mighty  God,  the  Everlasting  Father,  the 
Prince  of  Peace,  and  of  his  government  and  peace 
there  shall  be  no  end,  upon  the  throne  of  David 
and  upon  his  Kingdom,  to  order  and  establish  it 
forever.  The  zeal  of  the  Lord  of  hosts  will  per- 
form this." 

And  He  is  doing  this  very  thing.  He  did  so 
come.  He  is  the  Word  made  flesh.  Son  of  God 
and  Son  of  Man.  The  government  for  righteous- 
ness and  peace,  the  Kingdom  of  heaven,  is  on  His 
shoulder.  He  is  Counsellor  for  the  world.  He  is 
the  mighty  God  made  manifest.  He  is  the  ever- 
lasting Father  revealed.  He  is  the  Prince  of  Peace. 
He  is  the  righteous  One.  He  is  the  Alpha  and 
Omega  of  man's  hope,  man's  glory,  of  man's  life. 
All  true  seers  and  prophets  point  to  and  tell  of  Him. 
All  true  evangelists  and  apostles  proclaim  Him.  All 
true  teachers,  learn  of  Him.  He  is  heaven's  eternal 
ideal  for  man's  following.  Looking  to  Him,  learn- 
ing of  and  following  Him,  man's  perfection  is  the 
goal,  and  God's  ideal  realized  is  the  glory  ever- 
lasting. 


CHAPTER  II 


THE  IDEAL  AT  WORK 


THE  ideal  for  man  and  his  education  is  not 
only  high,  but  in  its  drawing  and  uplifting 
power,  touches  the  lowest  condition  and  need  of 
man.  The  Word  of  God  is  the  gateway  to  His 
ideal  for  man.  Through  the  Word  the  ideal 
reaches  man  in  his  lowest  state.  Its  work  begins 
in  man  in  his  lowest  state.  In  the  stable  manger 
it  pulsated  with  human  life.  Where  the  mineral, 
vegetable,  animal,  and  human  elements  blended, 
there  God's  ideal  began  to  show  man  the  way,  the 
truth,  the  life.  There  God's  ideal  began  to  draw 
and  lift  up.  There  was  the  hiding  of  His  power. 
There  was  the  beating  of  His  heart.  There  His 
life-flow  began  for  complete  redemption.  There 
began  the  work  of  regenerating  man,  and  through 
man,  the  world.  Parental  love  and  power  guarded 
that  beginning.  Angels  of  the  Lord  guarded  that 
beginning.  Beginnings  are  difficult.  Divine  power 
in  human  conditions  is  adequate.  The  love-thought 
of  God  can  touch  death  into  life,  can  overcome 
99 


100  Man  and  His  Education 

opposing  environment  of  all  creaturehood.  And  it 
did  when  the  Word  that  was  in  the  beginning  with 
God,  and  that  was  God,  became  flesh.  Though 
veiled  by  flesh,  He  wrought  and  His  glory  became 
manifest.  The  ideal  budded,  blossomed,  fruited. 
He  waxed  strong  in  spirit  filled  with  wisdom,  and 
the  grace  of  God  was  upon  him.  At  twelve  years 
of  growing  work  and  unveiling  power,  the  learned 
doctors  of  the  law  marvelled.  And  at  thirty  years 
of  working  in  home,  in  Church,  in  state,  the  record 
says,  He  increased  in  wisdom,  in  stature,  in  favor 
with  God  and  man.  As  a  man  he  learned  by  ex- 
perience, he  grew  in  stature,  in  fellowship  with 
the  Father,  and  in  social  life  among  men.  He  was 
no  youthful  prodigy.  He  was  no  "boy  preacher." 
He  was  no  wonderful  worker  before  he  was  thirty 
years  old.  He  was  God's  ideal  for  all,  as  a  son 
and  worker,  as  a  teacher,  as  a  preacher,  as  a  Son 
of  man,  as  a  Son  of  God.  He  made  haste  slowly. 
He  walked  with  God.     God  walked  in  him. 

After  thirty  He  wrought  more  manifestly.  He 
had  fulfilled  the  laws  of  God  for  individual  and 
family  life.  Now  He  enters  upon  the  official  work 
of  Church  and  State  life — human  life  in  its  larger, 
more  complex,  relations.  He  fulfills  all  law  in 
both  Church  and  State.  He  is  a  loyal  Churchman. 
No  device  of  man  or  cunning  of  Satan,  could  en- 


The  Ideal  at  Work  lOi 

trap  Him,  or  deter  Him  from  the  will  of  the 
Father.  No  matter  what  others  might  do  He 
would  finish  the  work  his  Father  gave  him  to  do. 
The  Father's  thought  was  his  thought.  The  Father's 
love  was  his  love.  The  Father's  purpose  was  his 
purpose.  The  Father's  way  was  his  way.  He  and 
the  Father  were  one.  The  work  of  both  was  one 
and  the  same.  In  beginning,  in  method,  in  means, 
in  final  purpose,  it  was  the  same.  It  was  the  work 
of  God  in  man,  through  man  and  all  embodied  in 
man,  for  man.  His  work  began  "in  the  beginning." 
It  will  end  in  the  consummation  of  all  things.  He 
is  the  Lamb  slain  from  the  foundation  of  the  world, 
but  revealed  in  time.  He  is  the  antidote,  the  anti- 
toxin for  sin.  In  Him  man,  the  son  of  Adam,  was 
regenerated  and  glorified.  To  follow  Him  in  the 
regeneration  is  our  work. 


CHAPTER  III 

THE  IDEAL  AT  WORK  AMONG  SOVEREIGNTIES 

THE  divine  ideal  has  to  do  with  all  things  in 
all  conditions  and  in  all  relations.  Every 
creature  has  its  sphere  and  its  law  in  that  sphere. 
Everything  has  in  it  the  element  of  sovereignty. 
To  destroy  that  sovereignty  is  to  destroy  that  thing. 
To  harmonize  all  things  is  to  harmonize  all  sov- 
ereignties. This  is  the  work  of  the  Ideal  of  God 
for  this  world. 

In  the  mineral  kingdom  there  are  sovereignties. 
And  these  sovereignties  have  their  laws  by  which 
they  are  governed  and  known  and  named.  Only 
by  the  perpetuity  of  these  sovereignties  by  law  can 
mineral  elements  be  known  from  generation  to  gen- 
eration and  their  laws  be  so  recognized.  The  law 
of  gravity  is  universal  here.  The  law  of  chemical 
affinity  is  everywhere  in  evidence.  The  law  of 
cohesion  is  apparent.  These  laws  make  manifest 
the  nature  of  the  elements  comprising  the  mineral 
kingdom  and  make  their  classification  and  utility 
possible.     Thus  the  kind  and  quality  of  rock,  the 

102 


The  Ideal  at  Work  Among  Sovereignties     103 

nature  of  water  and  air  are  known.  These  ele- 
ments and  their  laws  are  basic  for  superinduced 
kingdoms  of  vegetable,  animal,  and  human.  And 
their  laws  are  in  evidence  wherever  they  are.  Vital 
and  higher  forces  may  utilize  them  but  cannot  de- 
stroy them  and  manifestly  exist. 

The  plant  cannot  make  its  existence  manifest  to 
man  without  these  elements  and  their  laws.  The 
vital  force  vitalizes  them,  places  them,  colors  them, 
shapes  them,  forms  them  into  vital  organisms  by 
their  own  laws.  Whatever  the  name  and  nature 
and  form  and  color  of  the  vegetable,  it  is  so  known 
by  the  laws  governing  the  elements  composing  it. 
The  mineral  elements  submit  to  the  power  of  the 
vital  force  and  are  perpetuated  in  a  higher  sphere, 
the  sphere  of  vegetable  life  sharing  the  glory  thereof. 

So,  too,  in  the  animal  kingdom.  The  vegetable 
elements  with  their  laws  reappear  in  a  higher  and 
more  sensitive  form  but  still  exist.  The  higher 
life  of  the  animal  has  given  to  all  its  elements 
a  new  and  higher  form  of  organism.  The  laws  of 
gravity,  of  chemical  affinity,  vital  and  non  vital,  are 
operative  in  the  animal,  and  lifted  to  a  higher  plane 
of  being  by  submitting  to  the  law  of  like  higher 
life,  known  as  animal  life. 

So  in  human  life  there  is  power  to  transmute 
and  transform  all  the  elements  of  the  mineral,  vege- 


I04  Ma?i  and  His  Education 


table,  and  animal  kingdoms,  into  the  human  or- 
ganism giving  them  its  own  glory.  No  law  of  any 
of  those  elements  is  violated  in  that  transmutation. 
Every  element  and  its  law  is  glorified  by  submit- 
ting to  the  law  of  human  life.  In  man  they  are  all 
humanized.  In  man  they  all  share  the  glory  of 
man.  In  man  every  one  has  been  born  anew,  born 
from  above. 

So,  too,  in  the  divine  man,  or  the  ideal  of  God 
for  man.  In  the  God  man  every  element  of  all 
the  kingdoms  earthly  may  share  the  divine  glory. 
To  submit  to  Him  is  to  share  His  glory.  Thus 
man  is  born  from  above,  his  whole  being  trans- 
muted into  the  life  divine,  and  comes  into  harmony 
with  God.  Man  has  not  lost  his  identity,  nor  his 
individuality,  but  has  thus  been  glorified  with  the 
ideal  of  God  regnant  in  him.  Every  element  of 
his  nature,  and  of  all  nature  in  him,  shares  the 
glory  of  the  ideal  of  God  for  him. 

There  are  four  other  sovereignties  with  which 
the  Ideal  has  to  work.  There  is,  first,  the  sover- 
eignty of  the  home.  This  is  the  first  social  organ- 
ism. This  is  the  basic  unit  of  all  society.  God 
gives  to  this  organic  unit  a  sovereignty  most  sacred. 
God  lays  His  only  Son  down  into  the  lap  of  the 
home.  His  ideal  became  flesh  there.  He  submitted 
to  the  law  of  the  home.  He  sanctified  and  glorified 
that  sovereignty.     Home  is  a  sweeter  word  since 


The  Ideal  at  Work  Among  Sovereignties     105 

then.  Home  has  a  greater  glory  since  then.  He 
laid  himself  down  under  cover  of  the  home  and 
transfigured  it  with  His  glory. 

Then  there  is  the  Church.  As  man's  body  lo- 
cates and  reveals  the  spirit  of  man,  personal  and 
sovereign  man,  so  the  Church  is  the  body  of  Christ, 
congregation  of  believers  in  Him,  looking  up  into 
His  face,  and  becoming  like  Him.  To  trust  Him 
submissively,  hopefully,  lovingly,  is  to  share  his 
glory.     We  become  like  our  Ideal. 

Then  there  is  the  State.  Here,  too,  is  a  sover- 
eignty. Cassar  is  its  King.  His  law  is  for  the 
common  good,  for  justice  and  equity  among  his 
citizens.  He  takes  notice  of  their  overt  acts  and 
legsislates  concerning  them.  He  cannot  pass 
through  the  door  of  the  five  senses.  At  the  thresh- 
old of  every  sense  he  must  pause  and  await  the 
appearance  of  the  kingdom  within  before  he  can 
act  as  legislator,  judiciary,  or  executive.  There- 
fore, his  sovereignty  is  limited,  too.  All  sovereign- 
ties but  one  are  limited.  All  limited  sovereignties 
are  glorified  by  submitting  to  the  law  of  the  one 
absolute  sovereignty  of  the  Lord  of  lords  and 
King  of  kings,  the  God-man,  the  Supreme  Ideal 
for  all  the  earth.  In  Him  all  elements  are  har- 
monized, all  their  laws  filled  with  glowing  light, 
love  and  life,  and  all  sovereignties  harmonized 
and  glorified.    Even  so.    Amen. 


CHAPTER  IV 

THE     IDEAL     AT     WORK     IN     THE     SCHOOL     AMONG 
SOVEREIGNTIES 

AMONG  the  sovereignties  in  our  country  and 
in  the  midst  of  our  social  sovereignties,  is  the 
School.  The  Ideal  works  here.  He  speaks  to  the 
home  here.  He  counsels  the  Church  here.  He 
respects  the  State  here.  He  cooperates  with  all 
here,  for  the  good  of  all.  His  light  radiates  for  all. 
There  reflections  and  refractions  of  His  light  make 
all  more  beautiful,  useful,  glorious. 

There  is  first,  the  Church,  His  own  Body.  It 
is  in  the  School.  It  touches  the  spirit  of  every 
pupil.  It  breathes  the  breath  of  God  into  the 
life  of  every  one.  There  is  the  hiding  of  His  power 
in  the  school  of  our  country.  But  His  power  is 
there.  The  Spirit  of  the  living  God  strives  there. 
The  elements  of  humanity  with  the  prismatic  re- 
fractions are  there.  The  Ideal  lies  down  there 
much  like  He  lay  down  in  the  babe  in  the  manger. 
Humanity  veils  Him.  Angels  sing  of  Him.  Shep- 
herds wonder,  see,  rejoice.  Herod  frowns  and 
io6 


The  Ideal  at  Work  in  the  School         107 

seeks  to  kill.  Wise  men  pay  tribute  and  go  home 
satisfied  that  the  stars  center  in  Him.  The  music 
of  the  spheres  echoes  about  Him.  The  powers  of 
darkness  are  grouchy  about  Him,  and  smile  their 
skeptical  smile  and  put  a  growl  into  their  speech. 
Heaven  waits  and  is  patient.  Earth  wonders  and 
must  wait.  God's  Ideal  is  wrapped  in  swaddling 
clothes,  habiliments  of  flesh,  sleeps,  to  awake  like 
the  light  that  shines  more  and  more  unto  the  per- 
fect day.  He  that  believeth  shall  not  make  haste. 
God  is  in  no  hurry.  With  Him  one  day  is  as  a 
thousand  years.  In  Him  is  light  and  love  and 
life  and  glory  for  all.  The  unfolding  is  like  life 
in  the  plant,  in  the  flesh,  through  all  earth,  so 
gradual  that  man  cannot  see  the  growing.  The 
eternal  years  of  God  are  His. 

He  sees  the  home  in  the  child — in  the  school. 
Honor  thy  father  and  thy  mother,  He  says.  In 
the  home  the  child's  education  begins.  As  the  twig 
is  bent,  the  tree  is  inclined.  There  teaching,  train- 
ing, nurturing,  begin.  There  the  spirit  receives  its 
first  tempering.  There  the  atmosphere  of  life  im- 
parts its  ozone  or  its  poison.  Therefore  God  says 
to  the  parent,  Train  up  a  child  in  the  way  he 
should  go.  Fathers,  provoke  not  your  children  to 
wrath,  but  bring  them  up  in  the  nurture  and  ad- 
monition  of   the   Lord.     Authority  must   not  be 


lo8  Man  and  His  Education 

abused.  Under  the  reign  of  the  Ideal  it  is  not. 
Obedience  must  be  learned,  the  obedience  of  God. 
A  good  servant  makes  a  good  master.  The  sover- 
eignty that  serves  a  higher  sovereignty  grows  in 
the  power  of  that  higher  sovereignty.  The  child 
loyal  to  his  home,  finds  higher  sovereignties  honor- 
ing him.  The  sovereignties  of  school  and  of  State 
and  of  Church  will  lift  him  up.  Right  life  in  the 
home  prepares  for  right  life  everywhere. 

Then  there  is  the  State,  Caesar's  realm.  Render 
unto  Caesar  the  things  that  are  Caesar's,  saith  the 
Ideal.  Caesar  impersonates  the  aggregation  of  all 
other  personal  and  civic  sovereignties.  In  all  secu- 
lar matters  of  State,  Caesar  is  sovereign.  He  legis- 
lates for  the  person,  the  home,  the  school,  and  even 
the  Church,  in  matters  overt  and  secular.  He  is 
set  for  justice  and  equity  among  his  subjects.  In 
matters  overtly  human  he  is  sovereign  over  all, 
for  the  good  of  all. 

Under  the  reign  of  the  Ideal,  the  home  and  the 
School  and  the  State  and  the  Church  are  coopera- 
tive to  the  supreme  end,  the  perfection  of  man,  the 
harmony  of  all  units  and  all  sovereignties  under 
the  reign  of  the  kingdom  of  heaven.  The  view 
point  of  this  consummation  is  the  Ideal  of  God 
revealed  to  man  in  Jesus  the  Christ.  He  is  the 
key  to  the  revelation  of  God,  to  the  interpretation 


The  Ideal  at  Work  in  the  School         109 

of  the  works  of  God,  and  to  the  adequate  causes 
for  so  great  and  glorious  a  consummation.  By  Him 
were  all  things  created  that  are  in  heaven  and 
that  are  in  earth  visible  and  invisible,  whether  they 
be  thrones  or  dominions,  principalities  or  powers, 
all  things  were  created  by  Him  and  for  Him,  and 
He  is  before  all  things.  And  by  Him  all  things 
consist.  And  He  said — ^AU  things  whatsoever  ye 
would  that  men  should  do  unto  you,  do  ye  also 
unto  them.  This  is  the  law  and  the  prophets. 
This  is  the  Ultima  Thule  for  all  persons  and  all 
sovereignties  among  men. 


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